Republic of the Philippines

WESTERN MINDANAO STATE UNIVERSITY

College of Teacher Education

Name: De Leon, Allyssa Mae P. BSNED 3D

AREA: GROSS MOTOR NAME:

BENEDICT

EMERGING SKILLS AND ANNUAL GOAL INSTRUCTIONAL DATE

INTEREST OBJECTIVES ACHIEVED

Ben-j throws and catches a
ball from 3 feet distance but
does not yet kicks the ball. He
does not yet skip and gallop
and he is still assisted in
pedaling and steering a trike.
By the end of the At the end of ____2022,
school year, Ben-j Ben-J will increase his
will enhance his gross motor skill with
gross-motor skill 100% level of mastery
through performing such as:
perceptual-motor
-kicking a ball
task and increase his
perceptuo-cognitive -skipping
skills with 100%
-galloping
level of mastery.
-independently pedal
and steer a trike
Recommended Instructional and/or Behavioral Interventions

It is highly suggested that he should stay in a regular class with partial individualization. One-on-
one or small-group instruction could be used. The behavioral tutorial at home must be
continued, and weekly speech therapy with the help of family members is required to
complement and reinforce the intervention. You present tasks to him one at a time, letting him
finish the first task before moving to another. Establish a routine both at home and in school
with a lot of specific time blocks for skill-building at home. Simplify lessons and use appropriate
instructional materials, especially in the language and communication areas, to facilitate
learning. Provide plenty of drills and practical skills and applications for mastery. Also, continue
teaching him to imitate sounds and words modeled for him consistently and accurately, name
unfamiliar things around him and in pictures for him, and ask him to repeat after you. Another
is to provide plenty of drills enabling him to identify and name common objects. One more
thing: require him to say what he likes before giving these to him. Furthermore, continue
requiring him to perform a given task before letting him have or do what he likes. Continue to
use verbal and gestural cues that he can associate with doing permissible behaviors and not
doing non-permissible behaviors. Model appropriate behaviors in various places and situations
and teach him to imitate them. Praise him, provide privileges, or give rewards that he likes for
positive behavior. Provide a direct task for him before getting too impulsive, require him to
finish the task to avoid task avoidant behavior, and provide exercise for him. In addition, they
set standards of success and provided sociable peers, such as their close friends. Set a standard
of success based on his own rate and pace of learning; do not compare him to other individuals.