IEP-Anikka Rebecca Alarcon (DepEd)

SAINT LUKE NEURODEVELOPMENTAL AND THERAPY CENTER
Lot 01 Blk 7 Sampaloc St., (3rd Floor) Purok 14 Brgy. Central Signal, Taguig City
Email Add: lob.puzzle.house@gmail.com Contact No.: 09178162619/09669135476
INDIVIDUALIZE EDUCATION PROGRAM

(IEP)
Client’s Name: Annika Rebecca G. Alarcon__________________________________
Age: 5 years old_______________________________________________________
Diagnosis: Autism Spectrum Disorder_____________________________________
Nature of Service: Holistic Approach Program______________________________
Date covered: September 12, 2022 – September 28, 2022____________________
ATTENDED ACTIVITY STRATEGIES

SKILLS
 Establish eye contact
EYE CONTACT when talking to others
 Name calling with
activity or without  Reinforce every
activity positive trail
 Make sure she looks

at teacher in response
 Increase waiting up to
WAITING TIME 20-30 seconds
 Reinforce every
Impulsivity grabbing Phase 1 – 20 to 60 seconds positive trail
Sitting Tolerance Phase 2 - 2 to 5 minutes

without Activity
Phase 3 – 6 to 15 minutes
 Let Annika ask or tell

Pointing what she wants to  Present 2 objects and
lessen grabbing let her choose
behavior
RECEPTIVE
LANGUAGE
Name calling  with and without
activity
Compliance drills  sit down  Get her attention and

 stand up give feedback (“good
 sit well job” or “very good”) on
 look at me the correct response/
 behave hands behavior. Encourage
 quiet mouth her to try again if,
however, the action is
not carried out or if
Imitation drills there is no response.
 wave
 clap
 Physical  Annika will imitate
imitation  roll teacher’s actions

 tap (tap lap, tap chest, when they are given
tap shoulders) by saying, “Do this”.
 hand shake/fist bump
 Multiple
Imitation
 Do this (action), and
this (action), and this
(action)
 Instruction to look at  Look at reinforcing

Following reinforcing object item held by teacher
instructions
 Follow simple  ex. “Put yellow ball in
instructions in activity the basket.”, “Write
your name.”
 Follow instruction to  Go to teacher

go to others
 Follow instruction to  Give the ball to

give an item to a teacher
person or place an
object
 Follow the instruction  Give teacher a high

to perform the stated five/ high ten
action
 Ex. Washing hand
 Follow instruction in before eating; Put
routine situation facemask before
leaving.
Selection by  Annika will give or  Big/small

Adjective point what teacher is  Fast/slow
asking  Long/short
 Hard/soft
 Introduce more
 Hot/cold
adjective
 Clean/dirty
 Annika will be able to
Fluent Receptive point to or select  Point shoes, point
discrimination items from an array nose and eyes
upon request when
presented in quick  Show me ,
succession can you find ,
point , clap
 Varied instruction hand.
Demonstrate Action  Demonstrate action  give Annika a pencil

using object and paper “draw a
heart” “draw a tree”
Demonstrate Pretend  Teacher will say

Action “show me your happy
face”
INTRAVERBAL
Asking Questions  Teacher will ask
Annika “How are you  Videos or music
today?”
 Teacher will sing the

alphabet song and
Annika will fill in the
missing letters or
words in the song
Answering Personal  Ask Annika personal  Name, age, address

Information information
 Name of his mother,
 Help to familiarize his father, siblings,
address, (first the city grandfather,
of her location) grandmother, and
teachers
Asking Questions  Who, When, Where,  “What color is this ?”
using “WH” Who question
 “Who ride on the ?”
 Use simple question

first, give options so
he can answer well
 Use picture
presentation for better
understanding
 Annika will ask for  “Help please”

Ask others to help, by saying the
perform action or following:  “Open please”
Request for help
 “Borrow please”
Request by saying  Saying YES or NO Teacher: “Is this color pink?”

YES or NO with head movement
or by saying it verbally Student: “Yes” (verbally) or
(by nodding her head) as a
response
VISUAL
PERFORMANCE
 Match identical  2D – 2D identical and
Matching objects to sample in 3D – 3D identical

an array of 5 items or
5 choices  3D-2D like shape,
colors, letters, fruits,
 Match objects to vegetable etc.
picture in an array of 5
items
 Sorting 2D and 3D  Use 2D/3D identical

Sorting Identical items items
Items
 Sorting by category  Items see in school,
home, park,
transportation, toys,
and food
 Annika will look for the  Printed materials

Finding the missing missing item
items  puzzles
 Practice making  printed materials

Picture drawing and drawing and coloring
coloring within the border  paper and pencil
FINE MOTOR
ACTIVITIES
Turn taking Activity  Shooting the
 Annika will say “it’s basketball
my turn” by asking  putting the coin in the
himself bank
 clamping activity
 Stringing beads  Use big and small
Eye and hand beads
Coordination
 Catching ball  Ball
 Tracing activities
Developing hand (name, letters,
gripping and writing numbers, and shapes)  Printed materials
skills
 Coloring activities
GROSS MOTOR
ACTIVITIES
 Ball Activity  Catch
 Throw
 Kick
 Shoot
 Obstacle course  Use chair to make

 Skip, hop, jump obstacle course
 Jumping on the
trampoline- crawling-
shooting shapes
 Pointing out body

LABELING parts using her own
body or printed  Charts and printed
Identifying body materials as visual materials
parts illustration
Labeling shapes
Labeling
fruits/vegetables
 Teacher will ask

Identifying Action “What is the girl doing
Words in the picture?”
 Flash cards
 Annika will copy the
action he/she in the
picture
 Show picture of the  Flash cards
Label Items using items  Items/things saw in
Phrase Center
 Annika will identify
(it’s an apple)  Red car
 Blue ball
Label items using  Identify the properties
Adjective of object
SELF HELP
SKILLS
 Wearing and  Shirt
Self-care task removing:  Short
 Socks
 Shoe lacing  Shoes
 Zipping and zipping

pants
 Buttoning and
unbuttoning
Eating  Use of spoon and fork
 Wiping mouth and while eating
face
 Hand washing  Chart or printed

materials given for to
Potty training  Use spoon and fork follow the step
 Proper use of toilet
Prepared by:
Danielle Barbette D. Uy
Behavior Therapist Parents/Guardian Signature
Approved by:
Ms. Laizy Miagao

Assistant Case Manager
Noted by:
Lerma O. Bernales, Ph.D., RPm, LPT

SpEd Specialist/SpEd Diagnostician

IEP-Anikka Rebecca Alarcon (DepEd)

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SAINT LUKE NEURODEVELOPMENTAL AND THERAPY CENTER

INDIVIDUALIZE EDUCATION PROGRAM

ATTENDED ACTIVITY STRATEGIES

 Make sure she looks

Sitting Tolerance Phase 2 - 2 to 5 minutes

 Let Annika ask or tell

Compliance drills  sit down  Get her attention and

imitation  roll teacher’s actions

 Instruction to look at  Look at reinforcing

 Follow instruction to  Go to teacher

 Follow instruction to  Give the ball to

 Follow the instruction  Give teacher a high

Selection by  Annika will give or  Big/small

Demonstrate Action  Demonstrate action  give Annika a pencil

Demonstrate Pretend  Teacher will say

 Teacher will sing the

Answering Personal  Ask Annika personal  Name, age, address

 Use simple question

 Annika will ask for  “Help please”

Request by saying  Saying YES or NO Teacher: “Is this color pink?”

Matching objects to sample in 3D – 3D identical

 Sorting 2D and 3D  Use 2D/3D identical

 Annika will look for the  Printed materials

 Practice making  printed materials

 Obstacle course  Use chair to make

 Pointing out body

 Teacher will ask

 Zipping and zipping

 Hand washing  Chart or printed

 Proper use of toilet

Ms. Laizy Miagao

Lerma O. Bernales, Ph.D., RPm, LPT

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