Necessary accommodations:
- The student will be provided with preferential and supported seating (if necessary) during large and small group times to help maximize his attention to task, while accounting for his low muscle tone.
- Picture schedules of the entire classroom day and specific activities (bathroom, lunch, hanging up belongings will be used to make the student a more independent preschooler while increasing his understanding of the classroom expectations.
- First/Then boards will be used to help the student independently make transitions, learn the classroom routine as well as to break down tasks into small steps.
- Small groups (1-2) of peers with teacher direction will be used to continue to foster his social skills.
- Language scripts (2-3 word phrases/signs) will be modeled for the student to increase his use of language socially.
- A visual timer will be used during group and individual activities to gradually increase attention and duration of less desired/more difficult tasks.
- A total communication approach will be used including ASL signing and spoken language.
- The following will be used to increase his participation and understanding of the curriculum being introduced: visual supports, extra time for processing language, and repeated instructions.
- Model appropriate sentence structures.
- Expand utterances by modeling longer sentence structures.
- Directly teach vocabulary.
- Provide models of appropriate social skills. Provide ample opportunities to practice social skills with peers.
- Use of adult play partners to attract and mediate peer interactions.
There is no modification of the preschool curriculum needed at this time. It will be helpful for teachers to provide the student with multiple presentations of the curriculum using a variety of different methods to see how the student learns best within the daycare setting.
The student will benefit from a total communication approach that will provide him with alternative means (picture paired with print, print, signs) to participate in daily discussions, communicate his wants and needs, and to socially interact with others.
Specific Goals
Goal # 1 Specific Goal Focus: Speech and Language
The student will demonstrate developmentally appropriate expressive language skills to support functional communication within academic and social contexts in 4 out of 5 opportunities with fading prompts and cues to none.
Benchmark/Objectives: What will the student need to do to complete this goal?
- The STUDENT will use articles a' and the' in short phrases or sentences during spontaneous language in 4 of 5 provided opportunities with no more than I prompt per use.
- The STUDENT will use personal pronouns (e.g. he, she, and they) with 70% accuracy given modeling and moderate cues.
- The STUDENT will answer wh· questions (what, who, and where, when) questions and make comments about past events and/or after reading a book with 70% accuracy given 0-1 prompts per answer.
- The STUDENT will formulate basic wh-questions during language or play activities given 3 out of 5 opportunities with fading prompts.
- The STUDENT will use combinations of five words or understandable representations (e.g. word approximations or signs) within a play activity, to request specific objects, or to describe what is happening, in 4 out of 5 measured opportunities with moderate cueing.
Goal # 2 Specific Goal Focus: Speech and Language
The student will demonstrate understanding of receptive language concepts in 4 out of 5 opportunities with fading prompts and cues to none.
Benchmark/Objectives: What will the student need to do to complete this goal?
- The STUDENT will demonstrate understanding of 4 of the following 5 quantity concepts (none, all, some one and two) in 70% of opportunities with moderate assistance.
- The STUDENT will sequence pictures in the proper order of events (e.g. first, next/middle, last) in language sequencing activities (e.g. reading a book, daily living activities, etc.) with 70% accuracy given visuals and moderate cues.
- The STUDENT will sort nouns by their function and determine which item does not belong to a semantic category (e.g. colors, toys, etc.) with 70% accuracy and moderate cueing.
- The STUDENT will demonstrate understanding of time concepts today, tomorrow, yesterday with 70% accuracy and moderate cues.
Goal # 3 Specific Goal Focus: Speech and Language
The student will increase the use of age appropriate pragmatic skills to support functional communication in the classroom. therapy setting, and in social contexts in 4 out of 5 opportunities with fading prompts and cues to none.
Benchmark/Objectives: What will the student need to do to complete this goal?
- The STUDENT will maintain interaction with a peer by staying on topic for at least 3 turns or lasling for at least 2 minutes in 3/5 opportunities.
- The STUDENT will demonstrate appropriate turn taking skills (e.g. asking and answering questions or responding to comments) during conversations with a peer, taking at least 3 turns or lasting for at least 2 minutes using verbal or sign communication, in 3 out of 5 opportunities.
- The STUDENT will increase his loudness level given a verbal or visual cue in 3/5 opportunities.
Goal # 4 Specific Goal Focus: Speech and Language
The student will improve his speech intelligibility by producing targeted sounds in single words and phrases in 9 out of 10 opportunities with fading
Benchmark/Objectives: What will the student need to do to complete this goal?
The student will improve his speech intelligibility by producing targeted sounds in single words and phrases in 9 out of 10 opportunities with fading
Benchmark/Objectives: What will the student need to do to complete this goal?
- The STUDENT will produce /f/ in the initial and final positions at the word level with 80% accuracy and moderate cues.
- The STUDENT will produce phonemes /t/ in all positions at the sentence level with 80% accuracy and moderate cues.
- The STUDENT will produce phonemes /k,g/ in all positions at the sentence level with 80% accuracy and moderate cues.
- The STUDENT will produce /n/ in all positions at the sentence level with 80010 accuracy and moderate cues.
- The STUDENT will produce /d/ at the word level in all positions with 70% accuracy and moderate cueing.
- The STUDENT will produce 2 syllable words followed by 3 syllable words with 80% accuracy and moderate modeling and cues.
The student will demonstrate improved gross motor skills to participate in age appropriate preschool activities as demonstrated by achievement of the following objectives and measured by physical therapy provider over the last month of the marking period.
Benchmark/Objectives: What will the student need to do to complete this goal?
- The STUDENT will improve ball skills as evidenced by bouncing and catching a ball at least 3 consecutive times in 2 out of 4 observations.
- The STUDENT will jump over an object with both feet together 2 consecutive times in 3 out of 4 observations.
- The STUDENT will hop on preferred foot up to 5 consecutive times without assistance in 2 out of 4 observations.
- The STUDENT will ascend/descend up to 10 stairs alternating feet without railing assistance in 2 out of 4 observations
The student will complete a variety of fine motor/visual motor activities including manipulatives (puzzles, scissors, stringing beads) during small group activities as measured by the following objectives.
Benchmark/Objectives: What will the student need to do to complete this goal?
- The STUDENT will grasp preschool-sized marking tools (markers, crayons, pencils, paintbrushes) with a functional grasp to make horizontal and diagonal lines between two objects on a paper (for matching purposes) in 75% of measured trials.
- The STUDENT will string 5 small beads on a string in 75% of measured trials.
- The STUDENT will hold scissors (children's scissors or children's loop scissors) in a functional position to cut a paper in half (5 inches) in 75% of measured trials.
- The STUDENT will lace string through 5 holes on a lacing card in 75% of measured trials.
- Using visual models as needed, The STUDENT will trace the letters of his name on writing worksheets in 75% of measured samples.
Goal # 7 Specific Goal Focus: Activities of Daily Living
The student will demonstrate improved self-help skills to increase independence within the school setting as measured by the following objectives.
- In preparation for outside transitions, The STUDENT will "hook" the zipper and zip his coat in 75% of measured trials.
- Using a key ring pull if needed, The STUDENT will use one hand to stabilize coat and the other hand to zip when donning his coat in 75% of measured trials.
- The STUDENT will identify the front/back of pants and then pull up his pants with minimal assistance or verbal cueing in 75% of measured trials.
- The STUDENT will unzip his lunch bag and open Ziploc bags independently to retrieve snacks in 75% of measured trials.
- Using visual or verbal cues, The STUDENT will put shoes on correct feet in 75% of measured trials.
- Using visual or verbal cues, The STUDENT will remove his sweater and shirt in 75% of measured trials.
Service Delivery
Speech Therapy - 2x45min/week
Physical Therapy - 2x30min/week
Occupational Therapy - 2x45min/week
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