AbilityMosaic
Therapist and parent curriculum

From a vague goal to a teachable programme.

AbilityMosaic turns a functional outcome into a baseline, teaching procedure, prompt-fading plan, independent probe, generalisation test and review decision.

Open programme libraryHow to record attempts
Current status: eight programmes form the first pilot set, one per developmental area. They are evidence-informed but the assembled curriculum is not yet clinically validated. Each programme names the professional reviews still required.

The programme contract

Every programme must state why the outcome matters, what readiness means, what is explicitly not required, how baseline is observed, exactly how teaching happens, how prompts fade, what to do when distress begins, and when the target is mastered, adapted or paused.

The first eight programmes

  • Requesting helpCommunication
  • One meaningful directionUnderstanding
  • Shared engagementSocial interaction & play
  • Two-hand functional taskMotor & praxis
  • Choosing regulation supportSensory & regulation
  • Handwashing task chainDaily living
  • Requesting a breakEmotional & behavioural support
  • Two-step work systemThinking & learning

How progress is separated

  • Teaching attempts answer whether the child can learn with planned support.
  • Independent probes answer what the child can do without that support.
  • Generalisation asks whether the skill appears with other people, materials, routines and settings.
  • Maintenance asks whether it remains after intensive teaching fades.
  • Wellbeing asks whether the apparent gain depended on distress or coercion.

Evidence and provenance

The first programme set is informed by the World Health Organization's Caregiver Skills Training materials, licensed CC BY-NC-SA 3.0 IGO. Each programme shows the title, year and page range used. “Informed by” does not mean WHO validated AbilityMosaic or endorses the app.

Domain-specific content still needs independent review by speech-language pathologists, AAC practitioners, occupational therapists, special educators, developmental psychologists and behaviour professionals as named in the app.

Ethical boundaries

  • No forced eye contact, quiet hands or suppression of harmless stimming.
  • Speech is not required when sign, gesture or AAC achieves the functional outcome.
  • A break or help request must work for the child when taught.
  • Environmental accommodation comes before training tolerance of avoidable barriers.
  • Physical prompting is not a default and is generally inappropriate for communication, emotional or social goals.

What validation requires

  1. Licence and attribution review.
  2. Discipline-specific clinical review.
  3. Autistic-adult and parent review for relevance, assent and burden.
  4. Therapist usability and implementation-fidelity testing.
  5. Observer agreement on opportunity, response, prompt and wellbeing.
  6. A field pilot measuring generalisation and daily participation.