For adults and teams planning IHS with training
What should we discuss when planning IHS skill practice?
Use the agreed goal to identify a realistic opportunity to practice, the tools the person prefers, and how they want feedback. Ask the provider to explain the proposed teaching approach and how it can be adjusted. A schedule of attendance alone does not explain what someone is learning.
Connect practice to a real situation
Choose a situation in which the skill is useful to the person. Discuss how the setting, timing and materials might help or get in the way. A practice opportunity needs to fit the person’s day rather than becoming another demand added without their input.
For example, planning a shopping list before a chosen outing may feel different from completing an unrelated worksheet. Ask which format the person prefers and what the support team needs to confirm before trying it.
Discuss pacing and feedback
Ask how the worker will notice that the person wants a break, needs a different explanation or no longer wants to continue. Agree how feedback should be offered. Some people prefer a demonstration; others want a written reminder or a chance to try before hearing suggestions.
These are questions for an individualized plan, not a prescribed training method. Avoid setting a universal number of repetitions, a fixed daily training block or a reward system without an appropriate planning discussion.
Keep the goal and support visible
Record the learning goal and the help expected during practice separately. Use Minnesota’s IHS guidance when the team needs to clarify the service scope. After an attempt, record what happened and what the person thought, so the next conversation can address a specific adjustment.
Skill-practice planning brief
Download this editable worksheet, add your notes, and bring it to the relevant planning conversation. Leave unknown details blank and identify who can confirm them.
Download worksheet (.txt)- Agreed skill
- Which goal has the person and team chosen to work on?
- Real opportunity
- Where and when might the skill be useful in the person’s routine?
- Preferred tools
- What reminders, materials or accessible formats does the person want?
- Pace and feedback
- How will the person ask for a break or a different approach?
- Review note
- What should be recorded after practice, and who will review it?
An optional discussion tool, not an official assessment, authorization, service plan, or emergency plan. Keep completed copies private and share through an agreed channel.
Illustrative planning example
An adult wants to practice planning a bus trip. They prefer reviewing one familiar destination with a worker before considering another route. The team records that preference and the questions about travel arrangements, instead of treating travel practice as permission to travel alone.
This example is invented to explain the worksheet; it is not a client story or a promised outcome.
Your next step
Ask the provider to explain the proposed approach against the authorized plan. Keep changes to the learning goal or support arrangement visible to the responsible team.
For a conversation with Clemens Health about your Twin Cities location, call (651) 354-1196 or send a referral. Service fit, authorization, and staffing need to be confirmed.
Minnesota resources
State resources explain program rules. The worksheet and examples are Clemens Health planning aids. Links were checked October 5, 2026; follow the current state guidance for eligibility and service questions.