Kaiya's IEP goals 2008-2009
Overall Goal: All goals and targets will be generalized to all environments. Each goal and target shall not be considered met until Kaiya has demonstrated the skill in multiple environments. When a skill is acquired using one material, it will be generalized to multiple non-identical similar materials. Goals will be assessed each six weeks.
Kaiya's IEP team will meet twice a month to discuss Kaiya's progress.
Behavior:
Kaiya will be consistently provided positive verbal and physical reinforcement (hugs, praise, tickles etc...) when she engages in appropriate behavior (staying with the group, completing a task or project, etc....) throughout the school day.
When Kaiya does not follow directions, she will be redirected (visually, verbally and physically) to follow directions or complete the task throughout the school day.
Kaiya will have sensory breaks to reorganize herself.
Kaiya will reduce self- stimulatory behavior to extinction such as:
Verbal stimming
Visual stimming
Hand flapping
Playing with strings
Twirling objects
Rocking back and forth
Biting
Scratching
Hitting
Annual goal: Kaiya will improve sensory processing and regulation needed for learning and social interaction.
Given novel movement and sensory activities outside of Speech and OT, Kaiya will participate in sensory activities throughout the day to reduce stimulatory behaviors to extinction.
The activities will include but not limited to the following:
Auditory listening - 30 minutes daily
Brushing
Joint Compressions
Jumping on ball
Jumping on trampoline
Facial massage
Nuk brush
Beans and Rice
Shaving cream
Blowing bubbles through a straw
Deep Pressure (Weighted Vest)
Pulling objects
Throwing Objects
Touching and rubbing tactile surfaces
Crossing arms
Crawling through enclosed area i.e. plastic tunnel
Ball pit
Pushing against walls with the hands, sides of the body, back and buttocks.
Pushing and pulling activities: playing with a "stretch armstrong" toy or stiff clay, pushing a loaded cart.
Playing tug a war
Moving furniture, putting up chairs
Climbing
Carrying and passing out books
Tickle with a feather
Have various objects and obstacles placed on the path to have Kaiya jump over.
Use the scooter boards to have the Kaiya spin
Swinging
Spinning
Kaiya will slide down a slide
Kaiya will sit on trampoline and bounce on it
Run in place on the trampoline
Splash hands in water
Kaiya will play with vibrating toys on mouth chin and hands.
Kaiya will walk along a balance beam.
Kaiya will pour water from cup to cup
Kaiya will blow bubbles
Kaiya will play with a slinky
Kaiya will play with play-dough or clay.
Kaiya will chew on a chewy tube
Kaiya will hop along the rope on the floor
Kaiya will hop or jump over the rope on the floor
Kaiya will play follow the leader
Correct responses will be demonstrated hand over hand. All correct responses will be reinforced and praised. Each incorrect response will be modeled three times.
Supplementary aids/services and Support for Student: 1:1 instruction. Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction
Therapy:
Kaiya will receive 1:1 Speech Therapy one- hour a day five days a week.
Kaiya will receive 1:1 Occupational Therapy one hour a day five days a week
Inclusion:
Kaiya will participate in Adaptive PE 30 minutes a day.
Kaiya will participate in a mainstreamed third- grade class 30 minutes a day.
Language- Receptive, Vocal, Pragmatic:
Area/Domain: Speech Language (Kaiya will receive Speech Therapy) one hour a day five days a week.
Measurable Annual Goal: Will improve her receptive / expressive language skills.
New objectives will be added as previous ones are met.
Correct responses will be demonstrated hand over hand. All correct responses will be reinforced and praised. Each incorrect response will be modeled three times.
Supplementary aids/services and Support for Student: 1:1 instruction. Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction
1) Will generalize one- step directions in 5 out of 5 opportunities
- A) Sit Down
- B) Clap Your hands
- C) Raise your hand
- D) Touch your nose
- E) Give me five
- F) Touch your head
- G) Stomp your feet
- H) Skip
- I) Turn around
- J) Give me ( various objects)
- K) Jump
- L) Dance
- 2) Will imitate an action 5 out of 5 opportunities:
Example: Adult will say "Do this" Kaiya will imitate.
- A) Raise arm
- B) Touch Table
- C) Clap Hands
- D) Touch your nose
- E) Jump
- F) Stomp Feet
- G) Skip
- H) Dance
- I) Turn around
- J) Give me ( various objects)
- K) Jump
- L) Touch your head
- 3) Will show/touch selected:
a) body parts
b) objects
c) places
d) people
on request with 100% accuracy
4) Will participate in four different songs by performing actions or singing the words
a) ABC's
b) itsy bitsy spider
c) the wheels on the bus
d) twinkle twinkle little star
5) Kaiya will demonstrate an awareness of spatial relationships five out of five opportunities.
A)Will demonstrate an {understanding/use} of the space concept "on".
B)Will demonstrate an {understanding/use} of the space concept "in".
C)Will demonstrate an {understanding/use} of the space concept "under".
D)Will demonstrate an {understanding/use} of the space concept "in front".
Will demonstrate an {understanding/use} of the space concept "behind"
6) Kaiya will identify and vocalize the alphabet on request with 100 percent accuracy.
7) Kaiya will identify and vocalize the numbers 1-10 on request with 100 percent accuracy.
8) Kaiya will identify and vocalize ten colors on request with 100 percent accuracy.
Area/Domain: Speech Language
Measurable Annual Goal: Will improve her expressive language skills. New objectives will be added as previous ones are met.
Correct responses will be demonstrated hand over hand. All correct responses will be reinforced and praised. Each incorrect response will be modeled three times.
Supplementary aids/services and Support for Student: 1:1 instruction. Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction
1) Will imitate words modeled by adults in 5 out of 5 opportunities
2) Will answer questions with consistent word approximations in 5 out of 5 opportunities
a) what is it? (label)
b) where is it? (location: in, on, under, up, down)
c) who is it? (persons name)
3) Will use 10 consistent word approximations to request: food, location change, play, and needs in 5 out of 5 opportunities (words to be determined as demonstrates an interest.)
4) Will use a picture, symbol, word, object, or gesture to indicate the following language functions in 5 out of 5 opportunities.
a) request an object or action
b) protest an object or action
c) make a choice
d) comment
e) respond to yes/no question
5) Will label common objects that she has demonstrated understanding of from receptive objectives in 5 out of 5 opportunities
6) Will correctly answer social questions 100% of the time
a) what's your name?
b) How old are you?
c) When is your birthday?
d) What is your dad's name?
e) What is your mom's name?
Area/Domain: Communication:
Measurable Annual Goal: Will demonstrate the ability to respond to written language and simple spoken language and to communicate using picture, symbols, and words.
New objectives will be added as previous ones are met.
Correct responses will be demonstrated hand over hand. All correct responses will be reinforced and praised. Each incorrect response will be modeled three times.
Supplementary aids/services and Support for Student: 1:1 instruction. Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction
1.When asked a question for preferred/ non-preferred items in a functional setting, will respond with appropriate head nods, a vocal response (yes/no) and/or PECS "yes" or "no" symbol presentation.
2. Given a simple direction in the classroom, using written, oral and picture cues, will respond appropriately 100% of the time.
3.Will respond to questions about what she has done during an activity by generating a 1-2 component phrase with pictures, or vocalizing.
5. Will communicate with a PECS system. She will learn to use 20 more symbols representing foods, activities, and control words in multiple settings with multiple communication partners, first with teachers and then with peers.
6) Will learn to use twenty or more signs representing foods, activities, and control words in multiple settings with multiple communication partners. First with teachers then with peers.
Area/Domain: Cognitive
Measurable Annual Goal: Will participate in book time and clean up time. She will increase her ability to express choices. New objectives will be added as previous ones are met.
Correct responses will be demonstrated hand over hand. All correct responses will be reinforced and praised. Each incorrect response will be modeled three times.
Supplementary aids/services and Support for Student: 1:1 instruction. Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction
1) Will point to 5 named pictures in a book (" show me the _____") during book time or work time 100 percent of the time.
2) Will express a choice between 2 objects (by pointing, gesturing or verbalizing) to plan where she will be at work time or choose items to work with through out the daily classroom routine 100 percent of the time.
3) Will retrieve a requested object from a shelf and return the item to it's proper place by matching the object to the picture during work time or clean up time with prompting 100 percent of the time.
Gross Motor/Adaptive Motor
Measurable Annual Goal: Will acquire 2 or more new gross motor skills and will generalize these skills plus those she already knows to multiple settings and persons. New objectives will be added as previous ones are met.
Correct responses will be demonstrated hand over hand. All correct responses will be reinforced and praised. Each incorrect response will be modeled three times.
Supplementary aids/services and Support for Student: 1:1 instruction. Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction
1. Will learn to play catch for increasing lengths of time. (Start at 3 min.) Will first learn to play with a teacher and then with one peer and finally with at least 2 peers. The skill will be demonstrated in the classroom, in the gym and on the playground.
2. Will learn to kick a ball (perhaps soccer) for increasing lengths of time (start at 3 min). Will first learn to play with a teacher...same as above.
3.Will follow a teacher or a peer through a sequence of play structure activities for an increasing length of time. Will also learn to follow a simple to do/all done picture or word schedule when she is playing by herself or with peers.
- 4) When presented with teacher model, Kaiya will imitate a gross motor activity 10/10 times over 5 consecutive teaching sessions using different teachers and in different environments.
- 1. Willimitate a gross motor action or movement 10/10 times over 5 consecutive sessions.
- 2. Willimitate a gross motor action or movement 10/10 times over 5 consecutive sessions.
- 3. Willimitate an unprompted gross motor action or movement 100 percent of the time.
___________________________________________________________
Area/Domain - Occupational Therapy- Kaiya will receive OT one hour a day five days a week.
Measurable Annual Goal: Will expand and generalize her fine motor and self-help skills to different settings and persons. New objectives will be added as previous ones are met.
Correct responses will be demonstrated hand over hand. All correct responses will be reinforced and praised. Each incorrect response will be modeled three times.
Supplementary aids/services and Support for Student: 1:1 instruction. Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction
In order to successfully generalize fine motor and self help skills will receive OT therapy regarding:
1) fine motor and visual motor skill acquisition
- a) Kaiya will write lines vertical, horizontal, and diagonally.
- b) Kaiya will imitate lines vertical, horizontal, and diagonally.
For example, the adult will draw a line, and Kaiya will imitate it. The adult will draw a circle and Kaiya will imitate it.
- c) Kaiya will learn to write her ABC's
- d) Kaiya will learn to imitate writing her ABC's
- e) Kaiya will learn to write the numbers 1-10.
- f) Kaiya will learn to imitate writing her numbers 1-10
- g) Kaiya will learn to write and imitate her first and last name.
2) daily sensory diet
3) upper-body strengthening
4) self care activities - feeding, dressing, toileting.
5) gross motor skills
Area/Domain: Adaptive Behavior/Fine and Gross Motor Skills
Measurable Annual Goal: Will increase her self-help skills in dressing and toileting. Will increase her fine motor skills in writing and cutting. Will perform gross- motor actions appropriate for her age. New objectives for each goal will be added as previous ones are met.
- Supplementary aids/services and Support for Student: 1:1 instruction
Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction
1) Participate in toileting sequence (to include dressing, undressing, sitting on the toilet, wiping bottom, flushing toilet, washing hands.
2) Use picture symbol, gesture or vocal request to indicate need for toilet.
•3) Will dress herself (pull up pants, put on shoes, put on/take off coat) at appropriate times throughout the school day with:
a) adult assistance
•b) independent
4) Kaiya will independently complete the following daily living classroom avtivities:
Hanging coat and backpack on pegs
Put away toys in proper location
Lay out lunch supplies
Snacks and drinks.
Kaiya will use at least 3 out of 6 of the following tools at school daily:
Paint brush, fork, pencil, crayon, toothbrush, markers
- a. with adult mediation
- b. independently
- c. by voluntary choice
Area/Domain : Imaginary Play
Kaiya will participate in one structured sensory play session for 20 minutes daily. New objectives will be added as previous ones are met.
Kaiya will learn how to play games with and without a play partner.
Kaiya will engage in pretend play routines modeled by an adult by pretending to be different characters and animals (such as dressing up, cooking, playing house, acting like an animal etc....).
Kaiya will be provided info. about objects she is playing with.
Kaiya will participate in doll play:
- a) feed the doll
- b) rock the doll
- c) pat the dolls back
- d) comb the dolls hair
- e) give the doll a bath
- f) brush the dolls teeth
- g) give the doll a bottle
- h) push the doll in a stroller
- i) put the doll to bed
- j) kiss the doll
- k) hug the doll
Kaiya will enact ideas in play that contain a beginning a middle and an end once a day.
- a) adult mediation
- b) independently with peer interaction
Kaiya will learn to play tag.
Kaiya will learn to play with simple musical instruments such as guitar, piano, organ, drums , bells.
Kaiya will trade bead with another child. Giving them the beads they ask for.
Kaiya will sort beads by size.
In a pretend scenario Kaiya will use the beads as rain or pebbles
Kaiya will participate in six 15 minute unstructured sensory play sessions daily. New objectives will be added as previous ones are met.
Interactions during unstructured playtime will be tailored to Kaiya's individual differences in auditory processing, visual-spatial processing, motor planning and sequencing, and sensory modulation both with adults and peers. ). Kaiya will explore objects or toys at will.
Kaiya will demonstrate the following development during unstructured play:
A) Attention
B) Engagement
C) Gestures
D) Complex preverbal problem solving
E) Using ideas/connecting ideas for thinking
F) Receptive language
G) Verbal language
Kaiya will sustain shared attention with a special adult in sensorimotor interactive play using the
child's preferred and pleasurable sensory and motor modalities, such as movement, looking, touching, or listening.
The adult will follow Kaiya's lead in order to engage her during play- time as she plays with toys that spark her natural interest and give her pleasure and joy.
a) The adult will build on these pleasurable and enjoyable
interactions.
- The adult will enhance Kaiya's capacity for shared
attention by increasing the interactive
circles of communication rather than
by trying to get her to focus on a
particular object or toy.
The adult will become a part of the physical objects that
interest Kaiya (e.g., put the toy she is fascinated with on your head and let her roll it on your head as though it were a mountain).
Kaiya will demonstrate her ability to sequence her own ideas during pretend play.
Kaiya will open and close 50 circles of communication.
Kaiya will extend the circles of communication.
The adult will interact playfully but obstructively to help Kaiya reach her own goals
a) (e.g., hold the strings or beads in the air that she wants so he can reach for it).
b)( e.g., when Kaiya is avoiding interaction, the adult will position themselves between Kaiya and what she wants to do to
encourage her to interact.
c) (e.g., hide Kaiya's toy in your hand so she is inspired to search for it.
d)During unstructured play, the adult will build a little fence around Kaiya with their arms so that she needs to duck under, push up, or say "out" in order to return to moving around the room).
e)Kaiya will enjoy and engage in play dealing with
the different themes of life: closeness
and dependency; assertiveness, initiative,
and curiosity; aggression and
limit-setting; and pleasure and excitement.
Kaiya will be engaged with sound and/or
words, vision, touch, and movement
(e.g., while playing with toys, make
sounds or discuss where the
toys are going; look for the house or
school the toys are going to visit).
Kaiya will be challenged to employ underused
or avoided processing capacities:
(e.g., if Kaiya moves her toy
alongside yours, but ignores your
sounds and words and doesn't make
sounds on her own, block her
toy with your toy and challenge her to
make a noise or say "go" to get your
car to move out of the way.
Social Skills:
Area/Domain: Social/Behavior
Measurable Annual Goal: Will increase her social interactions and appropriate behavior in a one on one situation and a group environment. New objectives will be added as previous ones are met.
Correct responses will be demonstrated hand over hand. All correct responses will be reinforced and praised. Each incorrect response will be modeled three times.
Supplementary aids/services and Support for Student: 1:1 instruction. Program Modifications/Supports for School Personnel: T/TA provides 1:1 instruction
Kaiya will learn to share her toys or items with a peer.
Kaiya will increase direct eye gaze at indicated stimulus.
Kaiya will use vocalization or gestures to acknowledge greetings from adults and peers (i.e. wave, "hi/bye") 100 percent of the time.
Kaiya will learn to play side by side with a peer for increasing lengths of time. (Start at 3 min.) Will first learn to play with a teacher and then with one peer and finally with at least 2 peers. The skill will be demonstrated in the classroom, in the gym and on the playground.
2. Will learn to play games with peers increasing lengths of time (start at 3 min). Will first learn to play with a teacher...same as above. i.e. Ring Around the Rosie, Little Sally Walker, London Bridges, Follow the Leader , Simon Says, Patty Cake
3.Will follow a peer through a sequence of play structure activities for an increasing length of time (start at 3 minutes.
1) Will respond to or initiate an interaction with a peer during class time 4 times per day.
2) Given a structured group setting, Kaiya will intitate social greeting and phrases to adults and peers four a day. Measured by a teacher observation log:
- c) with mediated verbal /prompts
- d) non verbal gestural prompts
- e) independently without prompts
Given an unstructured group setting, Kaiya will initiate social greetings greeting and phrases to adults and peers four a day. Measured by a teacher observation log:
- f) with mediated verbal /prompts
- g) non verbal gestural prompts
- h) independently without prompts
- 3) In an unstructured play activity of Kaiya's choice, Kaiya will sustain an interaction using verbal/nonverbal communication with a peer for 15 min demonstrating comprehension of her play partner's informational needs.
- h) with adult supervision
- i) independently
Kaiya will sit with the group in circle time and outside.
Kaiya will wait in line to enter/exit classroom
2) Will engage in turn taking activities with adults or peers throughout the school day for
a) 2-3 turns
b) 4-5 turns
3) Will attend to the person/object/event that is the focus at small group time for an increasing amount of time
a) 1-2 minutes
b) 3-4 minutes
c) 5-6 minutes
- 4) Kaiya will learn to recognize and vocalize the names of her peers 100 percent of the time.
Community Based Instruction Goals:
Kaiya will be able to use a fork and spoon appropriately at a restaurant without spilling food 80% of the time
Kaiya will practice handing money to cashier and receiving money back.
Kaiya will explore environments outside of the classroom that will allow her to manipulate sensory objects.
Kaiya will label common objects found in a store using a vocal output device:
Cup, comb, toothbrush, apple, bread
Example: What is this _________
Kaiya will decrease self- stimulatory behaviors while in public
Kaiya will greet others with hi and bye appropriately while in public.
Computer Technology Goals:
Computer Goals:
Kaiya will be able to identify primary colors using a touch screen computer.
She could identify objects on the computer screen and match those objects to real objects in the world around her.
Kaiya will learn how to turn the computer off and on independently.
Kaiya will learn to play simple cause and effect games on the computer.
Kaiya will identify four shapes on the computer screen.
Occupational Therapy Goals:
Kaiya will utilize utensils to feed herself independently with minimal spilling - spoon and fork
Kaiya will appropriately use a napkin to wipe her hands and face after eating with minimal verbal and physical cues.
Kaiya will wheelbarrow walk a distance of 12 feet as a measure of improved postural ability.
Kaiya will use a dynamic tripod grasp on all writing instruments 80% of the time.
Kaiya will independently write a line and a circle.
Kaiya will print her first and last name with good formation by June of next year.
Kaiya will color within boundaries on a picture covering 80% of the space
Kaiya will trace around a curved, straight, and diagonal line.
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