• Area of Need: Psychomotor - Gross Motor

  • Annual Goal: Student will improve gross motor skills to facilitate independent functioning in motor related activities as measured by mastery of all of the following objectives:

    1. Will participate in balance activities in functional play - standing on 1 foot, jumping, hopping, tip toes, running, stepping through ladder rungs

    2. Will participate in movement activities in functional play -  run, jump, walk, etc.

    3. Will participate in ball skills - kick, catch, and throw with peers - in play activities without assistance.

    4. Will imitate body postures when following along in songs during school activities.

    5. Will increase participation during P.E. and gross motor activities from 30 to 45 minutes in 5 minute increments.

  • 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.  *Note that the student will need to do a fine motor activity following gross motor activities to help ground him/her.  Also may need weight bearing, compression, sensory activities.

  Area of Need: Psychomotor - Fine Motor

  • Annual Goal: Student will improve fine motor skills to facilitate independent functioning in motor related activities as measured by mastery of all of the following objectives: 

    1. Will draw a simple recognizable picture while holding a writing instrument with a tripod grasp 

    2. Will draw a +, x, and c

    3. Will build a 5-6 block pattern (i.e. house, barn, garage, etc.) given blocks and a block model 

    4. Will color within boundaries on a picture covering 50% of the space

    5. Will trace around a curved, straight, and diagonal line within 1/8"

  • Supplementary aids/services and Support for Student: pencil grip, visual cues, raised lines boundary

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

  Area of Need: Pre-academic

  • Annual Goal: To prepare for entering kindergarten by mastering all of the following objectives:

    1. Will expressively and receptively identify chest, heels, ankles, jaw

    2. Will demonstrate understanding of bottom/top, above/below, thin/fat. few/many

    3. Will classify foods into their associated food groups: meats, fruits, vegetables

    4. Will verbally respond to "what do you do when" questions.  i.e.  What do you do when you walk into a dark room?  What do you do when you see your shoes are untied?

  • Supplementary aids/services and Support for Student: sensory strategies

  • Program Modifications/Supports for School Personnel: 

• Area of Need:  Prevocational/Communication

  • Annual Goal: To prepare for entering kindergarten by mastering all of the following objectives:

    1. Given use of a feelings board, student will use pictures to express how he is feeling in 4-5 word phrases during a situation when he is falling out. 100% of the time on 4/5 data collection days.

    2. Given a familiar book, student will tell the context of the story from memory (some factual confusion allowed) in 4-5 word phrases.  80% of the time on 4/5 data collection days.

    3. Will comply with authority in verbal situations when engaged in argumentative behaviors (i.e. day of the week, play, gym) 50% of the time on 4/5 data collection days.

    4. Will use 4-5 word phrases in question formt to make requests for materials, activities, and personal needs.l 

• Supplementary aids/services and Support for Student:  feelings choice board with PECS pictures, visual reinforcers, token economy, social stories

• Program Modifications/Supports for School Personnel: 

 

• Area of Need:  Social

  • Annual Goal:  To prepare for entering kindergarten by mastering all of the following objectives:

    1. Will allow peers into his/her play space/area without engaging in inappropriate physical behaviors with peer.

    2. Will ask peers to join him/her in play activities using 2-4 word phrases

    3. Will use and maintain eye contact when doing verbal requests with both adults and peers.

• Supplementary aids/services and Support for Student:   feelings choice board, token economy, social stories, sensory strategies

• Program Modifications/Supports for School Personnel: 

• Area of Need:  Adaptive

  • Annual Goal:  To prepare for entering kindergarten by mastering all of the following objectives:

    1. Given use of a sensory choice board, student will use pictures to choose which method of sensory input he feels will help him/her calm.

    2. Given use of a choice board, student will choose appropriate activity when engaged in an inappropriate activity.

    3. Will comply within two requests when asked to do a non-preferred work activity.

    4. Will comply with requests to stop/wait/no/hands to self.

• Supplementary aids/services and Support for Student:   Token economy, social stories, choice board, sensory strategies

• Program Modifications/Supports for School Personnel: 

• Area of Need:  Self-help

  • Annual Goal:  To prepare for entering kindergarten by mastering all of the following objectives:

    1. Will independently manipulate 1/2" buttons on him/herself.      A) Button    B) Unbutton

    2. Will independently participate in all steps if the process of brushing his/her teeth following snacks and meals in the school routine.

    3. Will independently lace at least 2 holes on a shoe with a lace crossing to appropriate side.

    4. Will participate in all parts of toileting routine, including answering yes/no questions regarding clean/wet/soiled undergarments on a scheduled basis.

• Supplementary aids/services and Support for Student:   button vest, shoe for lacing, visual strategies, sensory strategies, backward chaining

• Program Modifications/Supports for School Personnel: 

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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.