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5
Years, 0 Months
Developmental
Delay
This
Child has been coded as being developmentally
delayed: S/he has expressive/receptive
language delays, auditory processing disorder,
auditory memory deficits, sensory integration
disorder, and hypotonia.
This
is a Sample IEP that has some vague goals and
some specific objectives. This is a work in
progress and has not been finalized.
Grade:
Kindergarten
Disability
Code: Developmental Delay
Length
of school day required to implement this
IEP: 2.5 hours per day.
Extended
school program will be considered by 3-31 of
the current school year.
Speech
Pathology
(Group)
2 units (in program)
Speech
Pathology
Consult
as needed
Occupational
Therapy (Individual) 1 unit in 30 minute
block (before program)
Occupational
Therapy (Group-2 children) 1 unit in
30-minute block (pull out)
Occupational
Therapy Consult as needed
Sensory
Integration Consult as
needed
Special
Education Placement (s): Program Hours S02
Preschool 10
Student
Profile / Current Level of Performance:
Child
is a 5-year-old who was referred to the
program following an academic evaluation
using the
Batelle Developmental Inventory (Cognitive
Domain), and a speech/language evaluation
using the Clinical Evaluation of Language
Fundamentals- Preschool (CELF-P) in May of
2001.
The
Speech / language evaluation revealed that
student's expressive and receptive language
skills are
both below average. student's performance
indicated a complex profile of a student with
probable auditory processing, auditory
sequencing, and/or auditory memory
deficits. Evaluation results indicate
that student's expressive vocabulary, syntax,
morphology, and articulation skills are
developing normally. In addition,
student demonstrated comprehension of a number
of basic concepts and terms when these were
presented within very short sentences.
Since
student has been attending the preschool
program, s/he has made steady progress.
Student appears to enjoy school and his/her
play skills are beginning to emerge.
Student needs to be given time to process and
respond in all situations (approximately 15
seconds). Paraprofessional support has
been a critical factor in his/her ability to
access learning. Student requires adult
support to assist him/her in making choices,
as well
as helping him/her with transitions.
Student
is able to speak in phrases and
sentences. But is most successful when
the communication situation allows him/her to
initiate or respond with a conventional
phrase, s/he's used over and over. S/he
has extensive difficulties creating new
phrases/sentences to meet the demand of a new
situation. Student takes 15-20 seconds to
process familiar words from others.
His/her challenges with "working
memory" along with sequencing, makes it
difficult for him/her to organize his/her
words into phrases or sentences. This,
in combination with his/her difficulties with
finding and organizing his/her words, makes
conversation a huge challenge. Student's
lengthy processing time makes it difficult for
others to truly determine what s/he has not
been able to process from what s/he truly
understands. S/he tunes into,
interprets and responds to new information
most successfully if s/he is provided with
visual information first. This prepares
him/her to effectively tune into the words
that accompany the visual supports.
Student's requirement for a lengthy time to
process auditory information is further
complicated by his/her hypersensitivity to
auditory input. Background noise makes it
difficult for Student to locate the source of
sounds/words making it hard for her to
determine what is important for him/her to
listen to from those that are not. When
overwhelmed Student may react with a fright or
flight response. S/he may become
emotional or unable to calm herself, or s/he
may seek flight or strike out.
Occupational therapist reports Student
presents with diminished discrimination of
sensory information, a low arousal level, and
auditory processing issues along with gross
motor, fine motor, visual motor, and social
skills delay. Student has made
significant progress this year in the areas of
OT. With a sensory diet in place,
Student has been more engaging in his/her
program. At times Student has difficulty
with self-regulation, which requires his/her
consistent access to and support from his/her
sensory diet. This helps him/her to stay alert
and focused, centered, and calm which enables
him/her to be ready to learn and socialize.
S/he benefits most from simplification of
instruction; movement breaks, and increased
time to process auditory information. Student
needs his/her sensory diet regularly updated
and broadened. Student will continue to
benefit from occupational therapy to address
sensory integration issues.
Medical
Concerns: Consistent Toileting
Regular
Classroom Expectations / Modifications (i.e.,
testing, written work, time limits, behavior
management):
1.
Access to program Paraprofessional to help
with toileting, transitioning, instructional
support, and social skills training in the
classroom. The Paraprofessional should
have training in sensory integration, the use
of a sensory diet, and with providing visual
aids.
2.
Alert Student to upcoming transitions.
Explain what is coming next and reinforce with
visual task strips.
3.
Seat Student close to teacher for clear visual
reception.
4.
Obtain Student's visual attention.
5.
Use of visual support for Student to augment
auditory input (e.g. photos, picture symbols,
visual task strips, sign).
6.
Instructions should be brief, clear, concise,
and specific.
7.
Allow extra 15-20 seconds for Student to
process verbal
information.
8.
Monitor comprehension and ask Student for
feedback (ask him/her to repeat what was
said).
9.
Incorporate frequent movement breaks into
his/her routine along with his/her sensory
diet.
10.
Allow access to and support in the use of
Student's sensory diet.
11.
Breakdown routine into simple steps with
visual supports.
Other:
Consult
was made with Preschool speech pathologist and
some speech / language goals from 2001-2002
school year, were carried over for the Fall
2002. New goals and objectives were
developed as well. IEP will be amended
in the Fall 2002 by speech pathologist if
deemed necessary by the team. A complete
Comprehensive Speech / Language Evaluation to
be done before the fall of 2002.
Weekly
communication form to be sent home by the
speech pathologist so we may reinforce
activities. Daily home/school
communication notebook to be used
consistently.
Area
of Concern: EARLY LEARNING
Service
Provider: Special Educator, Preschool Team
Evaluation
Procedure: Daily Observations, Informal
Assessments, Biannual Progress Reports
Goal
1: Student will follow kindergarten
curriculum and routine of the kindergarten
program.
Eval / Quarter
2
4
1) Objective: student
will follow kindergarten
curriculum with
80%
accuracy with modifications
(i.e. visual aids).
2) Objective: student will
listen when the teacher is
talking. S/he
will will
stop what s/he is doing,
look at the teacher, and listen.4 verbal
reminders to
do so in 5 attempts by November3 verbal
reminders to
do so in 5 attempts by January2 verbal
reminders to do
so in 5 attempts by March1 verbal reminder to
do so in
June
3) Objective: student will
stop what s/he is doing
when his/her name
is
called with fading visual,
gesture, and environmental cues.4 verbal
reminders to
do so in 5 attempts by November3 verbal
reminders to
do so in 5 attempts by January2 verbal
reminders to do
so in 5 attempts by
March
1 verbal
reminder to do so in June
4) Objective: student will
answer when s/he is asked a
question
or
greeted, given the 15-20 second
processing time.4 verbal reminders to do so in
5
attempts by November3 verbal reminders to do
so in 5
attempts by January2 verbal reminders to do so
in 5
attempts by
March
1 verbal reminder to do
so in June
5) Objective: student will
request items necessary to
participate in and/or complete activities:4
verbal
reminders to do so in 5 attempts by November3
verbal
reminders to do so in 5 attempts by January2
verbal
reminders to do so in 5 attempts by March1
verbal
reminder to do so in June
Goal 2: student will improve
his/her memory skills.
Eval /
Quarter
2
4
1) Objective: student will
remember incidental
information and be
able to tell
about 2 or more
objects, events, experiences, (e.g. "What
did you
see at the zoo?"), when asked a general
question about
a recent
occurrence, on at least 3 consecutive
occasions.a. With adult support with 60%
accuracy by
November
80% accuracy by
January
b. Independently with 50% accuracy
by
November
75%
accuracy by
January
90%
accuracy by March
2) Objective: student will
say or sing 2 nursery
rhymes or songs
with varying tempos (slow,
medium,
fast):
a. A group of peers with
adult support b. With adult support
independently25%
accuracy by November50% accuracy by January75%
accuracy by March 90% accuracy by June
3) Objective: student will
tell address and telephone
number with:25% accuracy by November50%
accuracy by
January75% accuracy by March90% accuracy by
June
Goal 3: student will improve his/her
reasoning skills.
Eval / Quarter
2
4
1) Objective: student will
answer at least 3 or more
"why do"
questions
correctly, such as "Why do we
use or have stoves? "Why do we
have
umbrellas?"
with:25% accuracy by November50% accuracy by
January75% accuracy by
March
90% accuracy
by June
2) Objective: student will
identify silly or wrong
pictures or events
on at least 5
occasions within
one week of school.
3) Objective: student will
answer 2 or more "what do
you do
when"
questions, (e.g. hungry, tired,
thirsty) questions, two times on
different
days.
4) Objective: student will
describe simple
absurdities seen in pictures or in real life
in 5 or
more pictures or events.
5) Objectives: student will
respond appropriately to
3 or more "tell
me
how" or "how do you"
questions or request (e.g. "tell me how
do you
make a sandwich?") on 5 or more
occasions.
Area of Concern: SPEECH AND LANGUAGE
Service Provider: Special Educator, Preschool
Team
Evaluation Procedure: Daily Observations,
Informal
Assessments, Biannual Progress Reports
Goal 4: student will increase receptive
language
skills.
Eval / Quarter
2
4
1) Objective: Given
repetition as well as fading
visual, gesture,
and
environment cues, student
will accurately follow a 2-step direction in
8
out of 10 trials.
2) Objective: student will
answer simple "wh"
questions relating to familiar stories,
activities,
experiences, etc., with 80% accuracy.a.
Who b.What
c.Where d.
Why e.When
3) Objective: student will
answer simple yes/no
questions with
85%
accuracy.4 verbal reminders
to do so in 5 attempts by November3 verbal
reminders
to do so in 5 attempts by January2 verbal
reminders to
do so in 5 attempts by March1 verbal reminders
to do
so in 5 attempts by June
4) Objective: student
can point to few, some, many,
several, least,
most (quantity
concepts) with 80%
accuracy using:4 verbal reminders to do so in
5
attempts by November3 verbal reminders to do
so in 5
attempts by January2 verbal reminders to do so
in 5
attempts by March1 verbal reminders to do so
in 5
attempts by June
Goal
5: student will increase
expressive language
skills.
1)
Objective: Given visual support as
needed, student will
describe
objects and pictures of objects with
references to functions, attributes, and/or
category membership as appropriate in 8 out of
10
trials.
2)
Objective: student will use 2 to 3
sentences as appropriate to
describe
activities and situations in pictures and
within his/her immediate environment in 8 out
of 10 trials.
3)
Objective: Given visual support (i.e.
pictures from a storybook), student will
retell several key events from a simple,
familiar story in 8 out of 10 trials.
4)
Objective: Without visual support,
student will retell several key events from a
simple, familiar story or past experience in
correct sequence in 7 out of 10 trials.
5)
Objective: student will state
absurdities in picture with:4 verbal reminders
to do so in 5 attempts by November 3 verbal
reminders to do so in 5 attempts by January 2
verbal reminders to do so in 5 attempts by
March 1 verbal reminders to do so in 5
attempts by June.
6)
Objective: student will name a picture
that does not belong
in
particular class (one that's not an animal):
25% accuracy by November50% accuracy by
January 75% accuracy by March 90% accuracy
by June
7) Objective: student will
ask questions beginning
with "wh" 75% of
the time.a.
Whatb. Wherec.
Whod. Whye. When25% accuracy by November50%
accuracy
by January75% accuracy by
March
90%
accuracy by June
8) Objective: student will
relate experiences in
detail when asked.
(The
amount of detail not
grammar or articulation, is important.):2 out
of 8
times by November4 out of 8 times by January6
out of 8
times by March7 out of 8 times by June
9) Objective: student will
use complex sentences (S/he
wants to come
in
because?.):2 out of 6 requests
by November3 out of 6 requests by January4 out
of 6
requests by March5 out of 6 requests by June.
-
Objective:
student will use appropriate language
with fading models to request
assistance/permission in structured
group tasks 80% of the time over three
consecutive sessions by December.
-
Objective:
student will use appropriate language,
with fading models, to request
assistance/permission in free play or
unstructured group tasks 80% of the
time over three consecutive sessions
by June.
-
Objective:
student will use appropriate language
to express feelings regarding social
situations (examples, "I am
happy", "That makes me
angry", "I am upset
with..") with fading models
during structured group activities 80%
of the time over three consecutive
sessions by December.
-
Objective:
student will use appropriate language
to express feelings regarding social
situations (examples, "I am
happy", "That makes me
angry", "I am upset
with.."), with fading models,
during free play and unstructured
group activities 80% of the time over
three consecutive sessions by June.
-
Objective:
student will be able to express
suggestions for actions (examples,
"I need your help",
"Can I play with you?",
"Come here, please"), with
fading models, 80% of the time during
structured group tasks over three
consecutive sessions by
December.
-
Objective:
student will be able to express
suggestions for actions (examples,
"I need your help",
"Can I play with you?",
"Come here, please"), with
fading models, 80% of the time during
free play or unstructured group tasks
over three consecutive sessions by
June of next year.
Area
of Concern: OCCUPATIONAL THERAPY
Service
Provider: Special Educator, Preschool Team
Evaluation Procedure: Daily Observations,
Informal Assessments, Biannual Progress
Reports
-
Objective:
To demonstrate improved visual
sequencing and visual memory, student
will form uppercase letters A to Z in
manuscript writing, using correct
directionality and letter formation
60% of the time.
-
Objective:
student will wheelbarrow walk a
distance of 12 feet as a measure of
improved postural ability.
-
Objective:
student will use a dynamic tripod
grasp on all writing
instruments 80% of the time.
-
Objective:
student will print his/her first and
last name with good formation by June
of next year.
Current
Descriptive Information:
Goals:
Area
of Need: Communication
-
Will
-
Will
-
Will
Area
of Need: Personal Communication
-
Annual
Goal: Student will
-
Will
-
Will
-
Will
-
Supplementary
aids/services and Support for
Student:
-
Program
Modifications/Supports for School
Personnel:
Important
Disclaimer
This
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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
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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.
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