MDPE.Application:5.1.3.5 - 5. Arrange acquisition and provision at the point where they are needed

Distinguish four repairs: explain a missing connection; develop a performer’s capability; restore access to an already capable contributor; change the task or environment. They can interact, but one does not prove that another occurred.

For example, a newcomer may need a clearer explanation of a pause-and-response relation, assisted practice that exposes the cue, or access to a willing partner at the event. These are different contributions. An experienced performer may already possess the response but fail in the noisy room. Removing noise can restore use without teaching a new method.

Where learning is selected, establish what the receiver can currently do, which help is supplied, and the later condition for which acquisition is wanted. Keep useful continuing support when the receiving activity permits it. Remove assistance only when independent performance is actually the intended result.

Preserve the receiving opportunity. More classes cannot answer the absence of a place to use what was learned. Conversely, organizing a party cannot supply every missing instructional or performing capability. C.36.RP develops this distinction between retaining an answer, making a method obtainable and keeping its later use available.