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Client File Assignment

Programming: Consultation and Collaboration (ECAS 514) Course Instructor: Lynda Maclntosh

Student Name: Wei Zhang Student Number: 822339511 Date: November 21, 2013

Individual Program Plan

Child Name: Child A Date of Birth: April 26, 2009 Date of Report: November 21, 2013 Agency: Agency S

Childs Age: 4.7 years Chronological Age: 4.7 years Consultants Name: Wei Zhang

Background of the Client

Information regarding child As family background and medical history were collected from the cooperating teacher of the authors placement. There are four members in child Ss family, mother, father, an elder brother (7 year old), and child A, and the family is currently living in the urban area. Child A was diagnosed with mild autism at the age of three and half years old by psychologists. Before the diagnosis, there were concerns from both the daycare teachers and parents regarding his communication and social skills, such as little social interaction with his peer and short attention span. There was no major concern for As elder brother. A has been in the IBI (Intensive Behavioral Intervention) program provided by a private agency since November of 2012.

Strength and Yet-to-Develop List

Developmental Area

Speaks clearly without mumbling. Responds to simple questions correctly, e.g. How old are you? Where do you live? What is your name?.

Yet to Develop

Initiates greeting of familiar adults in the classroom. Uses specific action words when asks for assistance, e.g. open it, please, close it, please. Plays with one or two other children at free play time


Asks for assistance when needed, such as Help me. Says Pee when he needs to use washroom. Says Read to me at the book center. Kicks a large ball in the playground. Climbs up the big truck in the playground.

Bounces a ball in the playground.

Gross Motor
Runs and changes directions avoiding obstacles.

Hops forward ten feet on either foot without assistance.

Walks up and down stairs without support.


Throws a ball over six feet overhand

Identifies missing element of a picture, e.g. chair missing two legs. Completes a puzzle within 10-15 pieces without functions. assistance. Completes the potato head by Responds to story related questions, e.g. What comes Matches like items based on


putting the parts in their next? What happens correct locations, e.g. ears, to? while reading books mouth, eyes, hat. Imitates two actions in correct sequence. Follows up two steps instructions, e.g. Put the books away and line up. Puts on clothing in the correct front and back position. Raises hand when expressing wants and needs. Stays on task while engaging in group activity. Swallows food in moth

with an adult.

Personal -Social

Puts shoes on the correct feet. Waits for turn when playing IPad.

Follows teachers directions during the fire drill practice. Performs activities in presence of new person, e.g. Martial Arts. Accepts an altered routine when requested.

before taking another bite.

Builds train track of more than ten pieces. Holds pencil using a static tripod grasp. Traces simple shapes, e.g. Holds paper with one hand while drawing with the other hand. Holds pencil/crayon using a dynamic tripod grasp to draw.

Fine Motor
circle, rectangle. Colors simple pictures, e.g. pumpkin, bat, and ghost. Puts together simple puzzles ten to fifteen pieces.

Goals and Behavioral Objectives

Goal 1: Communication Child A will greet familiar adults in the classroom upon his arrival in the morning at the end of semester. Objective 1: With a teachers verbal prompting, child A will respond to at least one familiar adults greeting by saying Good morning back each morning when he enters the classroom. Objective 2: Without teachers prompting, child A will say Good morning back each day at least to one familiar teacher who is greeting him each morning when he enters the classroom. Goal 2: Personal-Social Without teachers support, child A will raise his hand before expressing his needs and wants during lunch and morning snack time within three months. Objective 1: With a teachers verbal prompting and modeling, child A will raise his hand at least two times a day when he needs assistance to open his container or heat his lunch during lunch and snack time. Objective 2: With a teachers verbal prompting, child A will raise his hand at least two times a day before requiring assistance during lunch and snack time. Strategies to Support the Achievement of the Behavioral Objectives Positive reinforcement: A teacher might ask child A what he would like to play after he says Good morning to a teacher when comes in, and then a teacher provides him with the toys he requires.

Exaggerating facial expression: Each time the desired behavior occurs (child A says good morning or raises his hand), the teacher interacting with him or beside him shows her excitement, such as big smile, clapping hands.

Modeling: Teachers demonstrates how they greet each other or other children each morning.

Scaffolding: At the beginning, a teacher could support child A to raise hand or say Good morning by using both verbal and physical prompting. As the child progresses each day, the teacher could gradually remove the verbal prompting, and leave the responsibility to the child to carry out the task (say good morning or raise hand).

Repeating back: The teacher repeats back each time after child A finishes the task, such as a teacher might say A, you said good morning, that is excellent or A, you raise your hand, awesome.

Verbal and physical prompting: A teacher might say A, raise your hand, and then followed by the action of raising hand.

Recommendation for Parents Parents are highly encouraged to take A to join different social activities, such as reading program in the local library, or some of the extra-curriculum based on A interests. Because the more he is exposed to the social world, the more opportunities for him to see and experience the social rules.