Individualized Education Program (IEP)

Student’s Name​: ​Wilder Guido ​Student's Date of Birth​: January 8, 2011

Undergraduate Teacher​: Dakota Ejnes ​Lab Day/Time​: Tuesday 7-8pm

1. Introductory Paragraph: ​Wilder​ is an 8 year old energetic, joyful child who enjoys running around the gym

and being active. He is of average height for his age and has a thin build. ​Wilder​ has been diagnosed with

autism and communicates using gestures, movements, his body language, as well as different sounds. It is

transparent when​ Wilder ​is having fun as his laughter loudly fills the room and generates smiles. ​Wilder ​enjoys

being in physical education and is extremely active however he has trouble communicating. He understands

everything that I say to him and responds to it through his actions despite him being nonverbal. His

fundamental movement skills are about average in some areas however a couple such as static and dynamic

balance will be improved upon throughout this program. ​Wilder ​is intrigued by visuals, pictures, and different

textures.​Wilder​ was assessed using the Test of Gross Motor Development -2 (TGMD-2) on Tuesday,

September 10, 2-19 between the times of 7 and 8pm.

2. Present Level of Performance:​ ​Wilder ​is extremely athletic and is competent in a variety of his fundamental

motor skills. He is a very quick and powerful child which can be viewed when he runs. While he is physically

able to succeed in his FMS, he does not touch upon important segments of them. An example of this could be

seen when he runs. ​Wilder​ can run extremely fast however, he has his head up in the air and does not move his

arms and legs in opposition.

Cognitive:​Wilder ​will be able to bring me the colors that I ask him for. ​Wilder ​will be able to do so by me

constantly showing him colors and repeating it over and over again. Repetition allows one to learn and
remember more therefore if I show ​Wilder​ colors and speak out loud what they are then it will be more

beneficial to him learning.

Affective:​ ​Wilder ​will show me that he will understand his task by clapping his hands twice. After I assign a

task and have ​Wilder ​do it, he will clap his hands. This will show that he completed the task and understood

what the assignment was. In order to engage him in clapping his hands it will be implemented after each

segment that I ask him to do.

Psychomotor: ​Wilder ​will be able to balance on a skateboard alone. ​Wilder​ is constantly balancing on the

rollerboard, the spooner board, and the salad bowl. As his balance continues to increase, his likelihood of

Wilder ​being successful in being able to stand on a skateboard is great.

Fitness: ​Wilder​ will be able to do 5 push-ups. ​Wilder​ is a strong child and is so capable of many physical

activities. Push-ups target many different muscles in the body that will be beneficial to ​Wilder​ surfing or

longboarding in his future. When​ Wilder​ can complete 5 push-ups, it will make him stronger and will increase

his chances of being successful in his fundamental movement skills.

3. Long Term Goals and Short Term Objectives:

A. Cognitive Goal:​ ​Wilder​ will know when he is able to go outside and skateboard or surf.

1. Short term objective: ​Wilder​ will understand that push ups will make him stronger.

2. Short term objective:​ ​Wilder​ will bring me the colors of equipment or tools that I ask for.

B. Affective Goal:​ ​Wilder​ will be excited to be participating in activities. If he wants to workout or be active he

will take out his skateboard and go for a ride for his own joy.

1. Short term objective: ​Clap his hands when he understands and is ready to start a task.
 2. Short term objective: ​Wilder​ will have fun and be able to work well with me and at least one other person in

the SIMS lab.

C. Psychomotor Goal: ​Wilder​ will be able to improve on his balance skills to eventually apply them to

longboarding and surfing. With all of our lessons and activities involving balance techniques, this will aid in

the vestibular part of surfing or skateboarding. ​Wilder​ is constantly balancing on the rollerboard, the spooner

board, and the salad bowl. As his balance continues to increase, his likelihood of ​Wilder​ being successful in

surfing or skateboarding in his future is great.

1. Short term objective: ​Wilder​ will stand on the skateboard alone at least 3 out of 5 times.

2. Short term objective: ​Wilder​ will try to push off the floor to move the skateboard at least 4 out of 8 times.

D. Fitness: ​Wilder​ will be able to complete a workout set of pushups, curl ups, sprints, and squats to aid in his

strength to surf or skateboard.

1. Short term objective: ​Wilder​ will be able to do push ups.

2. Short term objective: ​Wilder​ will be able to do curl ups.

4. Health Considerations ​The only possible physical concerns that I have noticed about ​Wilder​ is that he tends

to put objects and equipment near his mouth. As soon as I see it, it is addressed, however it is something to pay

attention to.

5. Behavioral Considerations ​Something in relation to ​Wilders​ behavior that I would like to work on is his

patience and understanding about what to do with specific equipment. I would like ​Wilder​ to be able to focus for a

little longer to watch me or a video play that is used to demonstrate what I want him to do. In regards to equipment,
Wilder​ does not use it for the correct purposes. I want to work on his understanding of what each piece of

equipment is used for. For example, a spooner board is used to balance, not to throw.

6. Teaching Strategies ​Three adaptations that I will make to my teaching style is using more rewards, using

more visual aids, visual schedules, and using videos to demonstrate what I want ​Wilder​ to do. By using rewards,

it will give ​Wilder​ an incentive to complete the task. By using visual aids and videos, it will give ​Wilder​ a better

understanding of the tasks that he will be doing and the order of them. Seeing a balance board in the SIMS lab

may not be apparent, so if I show ​Wilder​ a view of me using a balance board, he can potentially grasp the idea

better and do it himself.

7. Evaluation Plan: ​I will determine if ​Wilder​ has learned from my instruction in the lab this semester by

conducting the same assessment that I did in the beginning of the semester. In order to do so, I will use the

TGMD-3. I will compare his scores and see if there was any improvement. To measure how successful the lab

time was I will also look for improvement in the assessments. If he increased in at least 4 of the fundamental

movement skills, I believe that is success.

8. Services to be Provided: ​Physical education instruction once each week at SUNY Cortland Adapted

Physical Education Lab for one semester from September 10, 2019- December 3, 2019.

9. APE Placement Decision Model: ​According to my observation and assessment, ​Wilder​ is best off in a duel

setting. He is able to complete some of his fundamental motor skills however has trouble being around a big

crowd. By giving ​Wilder​ his own learning environment, it gives his space to explore and experiment. He works

best when he is addressed eye level with a stern voice without any other distractions. With this being said, his
own APE setting would be the most beneficial and ideal environment for ​Wilder​. However, is it also important

for​ Wilder​ to socialize with others his age in a general physical education class.