Tools that turn learning into routine.

A starting point for naming what matters to you, what you already do well, and your first three practical goals.

Notice changes in your body, mood, sleep, routine and connection before they become bigger barriers — and plan what helps.

A practical tool for organising everyday routines, identifying useful reminders and prompts, and building more consistent participation in daily life.

Keep the strategies you have already chosen — or a professional has recommended — where you can actually find and use them.

Break a task or routine into clear steps, with the cue or prompt for each one, a safety check, and a clear stop / help rule.

Know who to ask, how to ask, and what to say — for the everyday situations where asking for help is the right next step.

A simple record of each practice session — what you practised, where, how much assistance you needed, what went well and the next step.

Keep the routines you have built going — and know the early sign that one is slipping, the first step to re-establish it, and who can help.

Track the prompts and assistance actually used, whether a reduced prompt was tried, and the outcome — so support fades only when it is safe to.

A shift-by-shift record of the agreed skill or routine, the prompt or assistance used, the participant's response and voice, and any follow-up.

How to support a person's agreed learning plan without taking over: observe, give time, use the least prompt needed, practise, record, fade support when safe.

Record actual performance before teaching or implementation begins — separating safety from assistance, and capturing the participant's voice.

Check whether a skill can be used beyond one familiar teaching situation — across settings, with consistent safety and changing assistance.

The structured review that anchors the program: baseline against current performance, change in assistance, safety, and the decision for the next 12 weeks.

For referrers: the functional question, relevant goals, existing recommendations, barriers, learning needs and preferred collaboration method.

For treating professionals: recommendations, precautions and stop rules, priorities, adaptations — and what must remain with the qualified professional.

A structured observation of one task: context, initiation, attention, sequencing, help-seeking, prompting, safety, completion, the participant's voice and the next step.

When to pause implementation and seek appropriate professional review — the situations that sit outside IMHC's educational and functional scope.