7 Years, 0 Months

Autism

Current Descriptive Information:

• Child's Strengths: Student has very good visual discrimination skills, therefore much of his/her programming revolves around matching.  S/he is presently matching words to objects/pictures and pictures/objects to words.  His/her vocabulary is about 90-100 words.  S/he is matching both upper-case and lower-case letters on a keyboard.  S/he has good receptive skills.  S/he can follow one-step verbal commands.  S/he can work up to 10 minutes on independent, preferred activities.  S/he often seeks adult attention, and likes to cuddle.

• Parents' Concerns:  toilet training ... we will try again when s/he returns from vacation.

• How does the child's disability affect involvement and progress in the general curriculum?  Student is very distractible and has great difficulty remaining on task.  Even when motivated and given a preferred task, s/he will sometimes "space out" and must be prompted to get back on task.  This is a problem with his/her word-based communication system because s/he will often not attend to the word card.  Compliance is still a problem at times.  S/he usually becomes non-compliant when s/he is trying to evade a task.  This sometimes escalates into self-injurious behaviors which usually manifest themselves in the form of banging his/her head on objects.  The frequency and intensity of these SIB's has decreased dramatically in the past school year.

• Present Levels of Performance:

  1. Cognitive:

     • Student scored a SS of 96 on the TONL

     • Student has a strength in visual discrimination, therefore s/he has excellent matching skills.  S/he can match pictures of objects across categories.

  2. Motor Skills:

     • Student's gross motor skills do not impact his/her education at this time.  His/her fine motor skills are delayed, but s/he has made progress especially with his/her hand strength this year.

  3. Communication:

     • Student has good receptive skills.  S/he can follow 1 step directions.  S/he needs prompting when given directions on unknown tasks.  S/he has no intelligible speech and has significant deficits in expressive language.  S/he expresses his/her wants and needs by guiding or pushing an adult towards the desired object.  S/he is presently using the Lovaas Reading & Writing program as his/her communication system.  S/he has about a 100 word vocabulary.  S/he is learning keyboarding skills as part of his/her communication system.

  4. Behavior:

     • Student will sometimes head bang when s/he is directed to complete a non-preferred activity, or when s/he chooses to be non-compliant.  The duration and intensity of these episodes has decreased dramatically since the beginning of the last school year.

  5. Self-help:

     • Student is not toilet trained a this time.  S/he can remove and put clothes back on with point prompts.  S/he has some difficulty with buttons.  S/he needs prompting through the steps of washing his/her hands and brushing his/her teeth.

  6. Pre-vocational/Vocational:

     • Student is very distractible and must be constantly reminded to remain on task.  Good attention span on preferred activities.  Compliance to directions continues to be a problem, although s/he has made great improvement in this area.

 Goals:

Area of Need: Communication

• Annual Goal: Student will use a keyboard to type letters and words given a model.

  1. Will match upper-case and lower-case letters and type them on a keyboard.

  2. Will match single words and type them on a keyboard.

  3. Will match a 3 word sentence and type it on a keyboard.

• Supplementary aids/services and Support for Student: keyboard, 1:1 instruction

• Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction

   

• Annual Goal: Student will correctly respond to written instructions and perform the task while generalizing the skill across teachers and environments.

1. Will correctly perform the task when presented written instructions 5/10 times .

2. Will correctly perform the task when presented written instructions 8/10 times .

3. Will correctly perform the task when presented written instructions 9/10 times .

• Supplementary aids/services and Support for Student:  1:1 instruction, printed commands

• Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction

Area of Need: Personal Communication

• Annual Goal: Student will ilabel people and objects using printed words and line drawings, pictures, 3-D representations of objects, and real objects generalizing across teachers and environments. 

  1. Will match pictures of significant people with their printed names. 

  2. Will match 25 food words.

  3. Will match 25 furniture words. 

  4. Will 25 school-related words.

  5. Will match 25 community-related words.

  6. Will label one action.

  7. Will label 3 actions.

• Supplementary aids/services and Support for Student: word cards, pictures of significant people, printed words, pictures. line drawings

• Program Modifications/Supports for School Personnel: 1:1 instruction

 

Area of Need: Language

• Annual Goal: Student will demonstrate an awareness of spatial relationships.

  1. Will demonstrate an {understanding/use} of the space concept "on".

  2. Will demonstrate an {understanding/use} of the space concept "in".

  3. Will demonstrate an {understanding/use} of the space concept "under".

  4. Will demonstrate an {understanding/use} of the space concept "in front".

• Supplementary aids/services and Support for Student:  1:1 instruction

• Program Modifications/Supports for School Personnel:  T/TA provides 1:1 instruction

Area of Need: Behavior Goals

• Annual Goal:  Student will reduce self-injurious behavior to extinction.

  1. Will complete non-preferred activities without head-banging.

  2. Will refrain from head-banging behaviors while at school.

  3. Will decrease the number of attempts to evade a task.

• Supplementary aids/services and Support for Student:  1:1 instruction

• Program Modifications/Supports for School Personnel:  T/TA provides 1:1 instruction

 

Area of Need:  Cognition

• Annual Goal:   When presented with teacher model, Student will imitate a gross motor activity 9/10 times over 3 consecutive teaching sessions using different teachers and in different environments.

  1. Will imitate a gross motor action or movement 8/10 times over 3 consecutive sessions.

  2. Will imitate a gross motor action or movement 9/10 times over 3 consecutive sessions.

  3. Will imitate an unprompted gross motor action or movement.

• Supplementary aids/services and Support for Student:  1:1 instruction

• Program Modifications/Supports for School Personnel:  T/TA provides 1:1 instruction

 

Area of Need:  Personal Management

• Annual Goal: Student will take care of his/her own personal hygiene with minimal prompting.

  1. Will use utensils and a napkin when eating meals.

  2. Will brush teeth after meals and snacks.

  3. Will complete the toileting routine.

  4. Will participate in hand washing before meals and after toileting.

• Supplementary aids/services and Support for Student:  1:1 instruction

• Program Modifications/Supports for School Personnel:  T/TA provides 1:1 instruction

 

Area of Need:  Auditory Perception

• Annual Goal:  Student will increase his/her auditory skills by his annual review.

  1. Will listen to a sound and choose the picture of the object that makes that sound from a field of 2.

  2. Will listen to a sound and choose the picture of the object that makes that sound from a field of 3.

  3. Will listen to a sound and choose the picture of the object that makes that sound from a field of 4.

  4. Will match pictures of rhyming words when pronounced by the therapist.

  5. Will imitate simple rhyming patterns.

  6. After listening to sounds or words, will imitate the sequence of 2. 

  7. After listening to sounds or words, will imitate the sequence of 3. 

  8. After listening to sounds or words, will imitate the sequence of 4. 

• Supplementary aids/services and Support for Student:  1:1 instruction

• Program Modifications/Supports for School Personnel:  T/TA provides 1:1 instruction

 

Area of Need:  Listening Comprehension/Receptive Language

• Annual Goal:  Student will improve his/her receptive language skills by his/her annual review.

  1. Will identify pictures of various nouns by pointing to the named picture.

  2. Will identify pictures of various nouns by pointing to a symbol for that picture.

  3. Will identify pictures of various nouns by pointing to the written word for that picture.

  4. Will identify pictures of various nouns by attempting to verbally name them.

  5. Will identify pictures of various verbs by pointing to the named picture.

  6. Will identify pictures of various verbs by pointing to a symbol for that picture.

  7. Will identify pictures of various verbs by pointing to the written word for that picture. 

  8. Will identify pictures of various verbs by attempting to verbally name them.

• Supplementary aids/services and Support for Student:  1:1 instruction

• Program Modifications/Supports for School Personnel:  SLP provides 1:1 instruction

 

Area of Need:  Oral Expression/Expressive Language

• Annual Goal: Student will improve his/her expressive language skills by his/her annual review.

  1. Will interact with voice activated software to increase his/her vocalizations.

• Supplementary aids/services and Support for Student:  1:1 instruction

• Program Modifications/Supports for School Personnel:  SLP provides 1:1 instruction

 

Area of Need:  Attention

• Annual Goal:  Student will remain on task with minimal prompting when given preferred and non-preferred activities.

  1. Will remain on task for a period of 15 minutes with less than 5 prompts.

  2. Will work independently for 15 minutes on preferred tasks.

  3. Will work independently for 5 minutes on non-preferred tasks.

• Supplementary aids/services and Support for Student:  1:1 instruction

• Program Modifications/Supports for School Personnel:  SLP provides 1:1 instruction

Special Education and Related Services:

1. Consultation:  Occupational Therapy 15 min/week

2. Direct Special Education:

   • CDC: 5 sessions/week, 5.9 hours/session, 29.5 hours/week

   • Inclusion: 4 sessions/week, 1 hour/session. 4 hours/week

3. Related Services:  Speech/Language 3 sessions/week, 1.5 hours/week

Total Special Education Hours per week: 35

LRE and General Education:

• The Regular Class:  Student will only attend special classes with a CDC assistant depending upon his behavior

• Extracurricular and nonacademic activities: Student will attend with a CDC assistant

• his/her LEA Home School:  Student needs a program that emphasizes small class size and communication skills with staff trained in Autism Spectrum Disorder.

 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.