FW: Max's IEP goals 99/2000

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-----Original Message-----From: Holly Bortfeld

Current Level of Performance

Language

vocalizes attitudes other than crying - joy, anger

vocalize to bye-bye when prompted

say dada or mama specifically

will consistently vocalize or approximate word when prompted

gesture spontaneously to indicate needs (pointing, "miming" for adult what he wants)

after waving, greet with verbal cues

practicing "no no" and shaking head no

give toy to adult on request

name 30-40 familiar objects, actions, people and pictures

use voice in conjunction with pointing produces the following sounds clearly: p, b, m, k, g, w, h, n, t, d

Auditory Comprehension

anticipates an event or signal

follows line of regard

responds to "no-no"

understands a word or phrase other than "no"

maintains attention for two minutes

follow simple directions with cues and without gestures

identifies familiar objects (ball, sock, spoon)

identifies pictures (dog, baby, house, key, train)

indicates body parts

understands verb in context (eat, drink, sleep)

understands spatial concepts (in, off, on)

Expressive Communication

combines sounds to form syllables

approximates sounds or words made by another person

communicates nonverbally

produces at least four consonant sounds

has a vocabulary of 30-40 words

initiates a game or social routine

varies the sounds produced in the syllable strings

reads and says 20 of 26 alphabet letters and 1-14 in numbers

produces successive single word utterances

names pictures (book, car, banana, fish)

Fine Motor

marks paper with crayon

Builds tower using 9 cubes

places 15 round pegs in pegboard

places 18 shapes in shape sorter

strings 1/2" beads

Social

distinguishes self as separate from parent

responds playfully to mirror

shows likes/dislikes for certain people, objects, places

explores environment

needs and expects rituals and routines

expresses affection

shows a wide variety of emotions

holds parent’s hand outdoors

says no, but submits anyway

shows independence

separates easily in familiar surroundings

respond to hi and bye

Self Help

holds spoon and feeds self for some foods

can dress and undress himself with shirt, underwear elastic-waist shorts

drinks from cup without lid

can use potty with clothing assistance

opens doorknobs

can remove own shoes, socks, pants, shorts, shirts, jacket

brushes teeth with assistance

Cognitive

has great object permanence

distinguishes between angry and friendly voices

can do 6 piece formboard puzzles with or without pegs

enjoys looking at books

turn book pages 1 at a time

retains 2 and looks for 3rd object

overcomes obstacle to obtain object

responds to simple verbal requests

recognizes several people in addition to family members

understands pointing

matches 3D to 3D

matches 2D to 3D

matches 2D to 2D

knows body parts

identifies self in mirror

recognizes self in photos

matches sounds to animals

rights familiar picture

matches colors

enjoys nursery rhymes, finger plays

sorts by color

explores cabinets and drawers

attempts then succeeds

identify objects from group of familiar objects on demand

Gross Motor

Walk and run unassisted

Sit and Stand up unassisted

walks with assistance on 8" board

walks backward

climbs and descends a flight of stairs unassisted

goes up and down slide

climbs jungle gym and ladders

jump on trampoline without holding adults hands

Goals for school year 1999-2000:

Language

vocalize to own name

two-word sentences

say bye without prompting

use exclamatory expressions "oh-oh" and "no-no"

attempt to sing to music

name 100-200 familiar objects, actions, people and pictures

use self-centered pronouns (I, me, mine)

answer basic questions about present events

find detail in favorite picture book by pointing ("point to the dog on this page")

engage in simple make believe activities (cooking, doll play)

select pictures involving action words

listen to stories

point to larger or smaller

point or put object on/under, in/out

Auditory Comprehension

understand several pronouns (me, you, him, my)

understand concept of one

recognize action in pictures

understand use of objects

understand descriptive concepts (big, wet, little, heavy, empty, same)

understands part/whole relationships

understand pronouns (they, he, she)

groups objects

understand negatives

identifies colors

Expressive Communication

use pronouns (my, mine, you, I, he, she, they)

combine 3-4 words in spontaneous speech

use a question inflection

use plurals

answers what, where, yes/no questions

use verb + ing

produces basic sentences

use possesives

tells how an object is used

answer questions logically

answer when questions

Fine Motor

point to item out of reach with verbal cue

touch point an item he wants without physical assistance

manipulate new object each day (tactile books, art materials, taste, temperature, texture, sound)

imitate circular scribble

imitate cross

imitate horizontal stroke

snip using scissors

hold crayon or small pencil with thumb and fingers

fold paper in half

copy a circle

Social

begin to obey and respect rules

participate in circle games, plays interactive games such as dancing, marching, duck duck goose, patty cake, hot potato

take pride in achievements by bringing projects to teacher or parent’s attention

value own property, uses word mine

interact with peers using gestures, like high five, smiling pointing, nodding, shaking no, waving

engage in parallel play

attempt to comfort others in distress

play catch cooperatively

imitate housework - symbolic play with realistic props

wave to greet mom upon departure and arrival

look when name is called

Self Help

give empty dish to adult

unzip and zips large connected zipper

dry hands after washing

button and unbutton large buttons

use fork

use napkin

potty training - will void on toilet

understand and stay away from common dangers

help put things away

blow nose with assistance

pour liquid from small container (juice into cup, water table)

put outerwear or other belongings away in cube

assist in setting table

Cognitive

use gluten-free playdough and paints properly

imitate gestures and respond to "do this" by imitating

dramatize using a doll

bring objects from across room upon request

shares and takes turns

paint within limits of paper

blow bubbles through wand

understand concept of one

demonstrate awareness of class routines

know own sex and sex of others

Gross Motor

Throw ball under and over hand

jump forward 12 inches

kick ball

avoid obstacles in path

make sharp turns around corners when running

hop on one foot

walk on balance beam

catch ball

move to rhythms

Behavior planstop Max from urinating and defecating on floor

stop Max from touching genitalia

stop Max’s tantrums when told no, tantrums consist of kicking, screaming and throwing self on floor

stop Max hitting and prying open of Mom’s mouth when told no

Dietary Concerns

Due to Max’s extreme allergies, all foods given to him, both for meals and snacks as well as used as reinforcers for any therapies, must be cleared with Max’s mother. Max’s mother will supply lists of OK foods and send lunches and snacks with OK foods. Max must be watched at meal and snack times as he will grab other persons food. Mom will provide snacks for all occasions when notified of special events.

We have found that sensory input serves several functions for Max. First, certain types of sensory integration have a focusing effect enabling Max to benefit from instruction. Second, certain types of sensory integration are a reinforcer for correct responses. Third, certain sensory integration are aversive to Max and will interfere with instruction, such as being confined in a Rifton chair which in the past has resulted in Max demonstrating self-injurious behavior, therefore, use of a Rifton chair with straps will be prohibited with Max. Max will not be placed in a "time-out" room at any time. No aversives will be used on Max.

Max is not to be left alone with any male; teacher, aide or staff; at any time, for any reason. If there are staffing concerns that might cause this, please contact Max’s mother and she will remove him until staff is available.

All incidents of other children physically accosting Max in school will be in writing in his communication log on the date of occurrence.

All goals are amendable as therapists and teacher gets to know Max as what is standard for some kids, may not fit Max.Visit the ARN Homepage! http://www.geocities.com/ARNFL