Makenna Santos

CSDS 121
Cardinalli
30 November 2020

IEP Goals Assignment

Case Study:
 5-year old boy
 Profoundly deaf from birth
 Cochlea intact
 Strong sign language, some use of speech
 Older sibling has CI
 Parents deaf and communicate using ASL
 Hearing cousins live next door
 Parents want to continue with residential school placement but are willing to drive child
to therapy after school

DISCLAIMER: All of goals have taken into consideration that the child was, in fact, approved
and implanted with a cochlear implant after the case study review.

Goals:

1. Awareness
a. Goal: Given the six Ling Sounds (ah, oh, oo, ee, mm, ss, sh), the child will stop
playing with their picture on a stick when they hear the individual sounds and
make eye contact with teacher 3 out of 6 times on three consecutive trials as
evaluated by the teacher charting responses twice a week.
2. Suprasegmental Discrimination-Association
a. Goal: Given 6 pairings with pictures (12 animals), the child will discriminate by
voicing or signing “same” or “different” with 65% accuracy on 4 consecutive
trials as evaluated by teacher recording responses in a checklist once a week.
3. Segmental Association-Identification
a. Goal: Given a set of 2 picture cards of CVC words in 4 different closed sets, the
child will point to the correlating card after teacher names one word with 70%
accuracy on 4 consecutive biweekly sessions as evaluated by teacher-generated
rubric bimonthly.
4. Identification
a. Goal: Given a closed set of 4 words, the child will identify one word in a
sentence, by means of pointing to a photo or grabbing the object, 2 out of 4 times
 in 4 separate trials as evaluated by teacher checklist and reviewing of statistics
monthly.
5. Comprehension – Beginning Level
a. Goal: Given 10 pictures of people, the child will verbally or sign “yes” or “no” in
response to verbal questions about basic qualities about the picture 80% correctly
over 3 consecutive trials evaluated by teacher generated tests and curriculum
assessments biweekly.
6. Comprehension – Advanced Level
a. Goal: Given 10 pictures of outside environments, the child will view the photos
and verbally respond/ sign response to WH-questions (what, which, when, why,
how) with 7 out of 10 correct answers over 3 consecutive trials as evaluated by
teacher-generated exam and rubric biweekly.
Vocabulary: Theme – Disney
By Word:
1. Cars
2. Dory
3. Dumbo
4. Eeyore By Syllable Count:
5. Lion King
6. Maui  One Syllable
7. Peter Pan o Cars
8. Moana o Stitch
9. Neverland o Dale
10. Toy Story o Pooh
11. Castle o Doc
12. Magic o Mike
13. Pirate o Brave
14. Dale o Chip
15. Stitch  Two Syllable
16. Pooh o Dory
17. Doc o Dumbo
18. Mike
o Eeyore
19. Frozen
o Maui
20. Aladdin
o Castle
21. Brave
22. Chip o Magic
23. Gus-Gus o Pirate
24. Hercules o Frozen
25. Lilo o Gus-Gus
o Lilo
 Three Syllable/Phrases
 o Lion King o Toy Story
o Peter Pan o Aladdin
o Moana o Hercules
o Neverland

Activities:
1. Awareness
a. In this activity, the child will have multiple Disney character cutouts of Hercules,
Peter Pan, Moana, Maui, and Dumbo that have been glued onto popsicle sticks.
As the child plays with the character cutouts, the teacher will randomly voice each
of the Ling 6 sounds individually. If the child hears the sound, he will stop
playing and make eye contact with teacher. After he makes eye contact, he can go
back to playing.
2. Suprasegmental Discrimination-Association
a. The child will have 12 different animal cards from Disney movies (with 1
duplicate of each, making 24 cards). Teacher will shuffle the deck and grab two at
random, then lay them out for the student to see. Teacher will produce the sounds
of the two animals two or three times. After, the teacher will prompt the student to
answer if they are the same sounds or different. Also, to expand the student’s
lexicon, the teacher will give the names of the animals afterwards.
3. Segmental Association-Identification
a. The child will have four closed sets of two CVC word cards, for 8 in total. These
words will have the same first and last consonant sounds, with the only difference
in sound being the vowels. Student will have plastic Disney figurines. Teacher
will produce one of the two words and student will place the figurine on the word
he believes he heard.
4. Identification
a. The student will have various kinds of stuffed Disney animal characters, such as
Mike, Dory, Gus-Gus, and Stitch. The teacher will have a basket for the
characters as well as different play areas. The teacher will ask the student if they
can place the character in a bucket. Also, the teacher could ask to have the
character brought to them or pick them out of the bunch.
5. Comprehension – Beginning Level
a. The child will have ten pictures of Disney characters in a deck. At random the
teacher will select a character and ask simple yes or no questions from observable
qualities in the characters. For example, if the teacher drew Moana, they could ask
“Does Moana have dark colored hair?” The child would verbally or sign yes or
no.
6. Comprehension – Advanced Level
a. The child will have ten different felt Disney background with many other
additional pieces, such as animals, characters, and clothing. The teacher will ask
various WH-questions about the background, either before or after adding in the
additional pieces. For example, the teacher would have the Moana background
out with Maui already placed. The child would have a choice to add Moana or
Dory. The teacher would ask “Which character do you think belongs here?”