3 Years, 0 Months

High Functioning Autism/Asperger's

Goals:

• Area of Need: Social

  • Annual Goal: Student will improve socialization skills to a more appropriate level as indicated by improved peer and adult interactions and measured by mastery of all of the following objectives:

    1. Will imitate a pretend play sequence of 4 to 6 steps with peer and adult models to facilitate and maintain play activity.

    2. Will participate appropriately in interactive and cooperative play, with peer and adult models, and maintain play for 3 to 5 turns.

    3. Will play independently utilizing a variety of appropriate pretend play sequences and accept peer intervention into his/her play routine.

    4. Will join ongoing play of peers with adult or peer cues/prompts to engage appropriately and continue the play.

    5. Will tolerate peers in his/her play space without engaging in inappropriate physical behaviors with the peers.

    6. Will acknowledge a verbal request or comment from a peer or an adult to engage in a play activity or while he/she is engaged in a play activity.

  • Supplementary aids/services and Support for Student: Sensory integration strategies and sensory diet, brushing/compression program, defined physical boundaries in instructional areas

  • Program Modifications/Supports for School Personnel: Personal and group schedules, cues to transition (verbal and environmental), visual support and cues - pictures, photos, etc.; social stories with words and pictures

   

• Area of Need: Social Communication

  • Annual Goal: Student will increase his/her social communication skills to better be bale to interact with adults and peers as measured by mastery of the following objectives:

    1. Will use appropriate social greetings with familiar adults and children (hi, bye) using names when appropriate

    2. Will use appropriate social greetings with unfamiliar adults (hi, bye)

    3. Will use 2-4 word spontaneous phrases to initiate play with peers

    4. Will make appropriate eye contact with adults and peers with making a verbal request and maintain for 1-3 seconds

    5. Will use personal pronouns in context when given a model (during structured play and group activities) I, me, my, mine, etc.

    6. Will answer simple "wh" questions related to his/her wants/needs/daily activities/play

    7. Will re-tell an event/story/play event after a short break when given a model (3-4 word phrases at least)

    8. Will group similar/same objects during interactive play from a field of 3-5 (matching games, unit related pretend play)

    9. Will re-tell an event/story/play event after a short break with a cue to begin/reminder

    10. Will expressively identify peers and adults in group/play activities

    11. Will give name, age, and gender upon request and in group activities and play

    12. Will respond to his/her name by turning toward/looking at caller within/by second request

    13. Will gain the attention of a communicative partner verbally or physically to make a request, to gain assistance, to engage in activities

  • Supplementary aids/services and Support for Student: Sensory motor activities, daily sensory diet, brushing/compression program, visual support strategies, personal and group schedules, social stories with pictures and words

  • Program Modifications/Supports for School Personnel: Personal and group schedules, safety awareness for student darting/running away

• Area of Need: Prevocational

  • Annual Goal: Student will improve prevocational skills in a classroom setting by attaining the following short-term objectives:

    1. Will participate in and complete a non-preferred task without assistance (for 3-5 minute task) and without inappropriate behaviors

    2. Will attend and participate in small and large group activities for 5-10 minutes

    3. Will persist and complete an activity/game/play sequence before changing activity (3-5 minute activity/game/play sequence)

    4. Will stay with the group when transitioning throughout the educational setting when given verbal cues and/or scripts prior to and during transition

    5. Will change his/her activity/verbal response when requested by an adult or if the activity needs to change before it is completed

• Supplementary aids/services and Support for Student: Sensory motor activities, daily sensory diet, brushing/compression program, visual support strategies, personal and group schedules, social stories with pictures and words

• Program Modifications/Supports for School Personnel: Personal and group schedules, safety awareness for student darting/running away

 

• Area of Need: Adaptive

• Annual Goal: Student will improve daily living skills to increase independence in a variety of activities as measured by mastery of all of the following objectives:

  1. Will attempt to expand his repertoire of foods by touching or tasting up to 5 new foods per 6 week period

  2. Will correctly answer yes/no questions regarding his/her diaper being wet/dry, dirty/clean when asked by an adult

  3. Will participate in all parts of the toileting routine when taken to the bathroom on a scheduled basis

  4. Will dress and undress himself/herself to participate in the toileting routine with minimal gestural and physical cues/prompts

  5. Will utilize utensils to feed himself/herself independently with minimal spilling - spoon and fork

  6. Will appropriately use a napkin to wipe his/her hands and face with eating with minimal verbal and physical cues

  7. Will participate in a variety of oral motor activities to decrease oral defensiveness and increase oral awareness

  8. Will physically respond to "stop", "no", "wait" in all situations and environments to maintain safety

• Supplementary aids/services and Support for Student: Sensory motor strategies and activities, daily sensory diet, brushing/compression program, activities to include proprioceptive and vestibular activities

• Program Modifications/Supports for School Personnel: Personal and group schedules, safety awareness for student darting/running away

Important Disclaimer

This site as well as many others linked to it are produced by laypeople who are concerned about Autism and Autism's impact on our loved ones. We are not physicians, attorneys or therapists. We do not endorse any product or therapy, and no link on this site should be considered such an endorsement. Please take proper care in evaluating any advice or information you read on this site or anywhere on the net. Check with your doctor before trying any new treatment, and keep in mind two things: 1) All People with Autism are different and respond to various treatments accordingly, and 2) The person giving the advice, although sincere in their intent, may be wrong.