Client’s Name:Freaa Ysabelle A.

Dalope
Age: 5 years old
Diagnosis: Autism Spectrum Disorder
Nature of Service: Holistic Approach Program
Date Cover:
Background Information
Freaa has been attending to Holistic-Approach therapy sessions for 2 hours a
day, once a week. As of August 2022, attendance is still going on.
The child presently attends the following other service:

At the moment, Freaa is also attending SpEd classes, 3 hours/ session, face-to-
face at St. Coletta.

The following objectives have been the focus of management during the past
months:
1. Sitting Behavior
a. To be able to sit properly with or without activity
b. To learn how to wait with or without activity

2. Attention Span
a. To be able to look at teacher when her name is called
b. To make eye contact within 5-10 seconds
c. To be able to concentrate and complete task both with or without
distraction.
3. Compliance Drill
a. To follow instructions and commands
b. To be able to imitate actions, and words (actions such as wave, clap, tap,
roll and saying words)
4. Language Communication
a. To respond to greetings in any way (e.g “hi” “good afternoon”)
b. To speak with clarity and learn other words
c. To respond to straightforward inquiries that arise from a casual
conversation or short tale.

5. Fine motor skills/ Pencil gripping

a. To be able to grip and handle the pencil in an effortless manner that makes it
possible to complete age-appropriate writing assignments with ease.
b. To be able to trace and write independently, without a teacher's assistance.

GOALS AND PERFORMANCE

Five levels of attainment are used to establish ratings. Please see the rating description
below.
A – Child demonstrates progress and skill is much greater than the expected outcome
or target after intervention
B - Child demonstrates progress and skill is greater than the expected outcome or
target after intervention
C – Child has achieved expected outcome or met the criteria for this goal after
intervention
D – Child demonstrate some progress from baseline
E – Child may demonstrate regression or no progress and skills are much less than the
expected outcome or the target after intervention

GOALS RATINGS REMARKS

To be able to sit properly
and wait with or without
activity
To learn how to wait with
or without activity
To be able to look at
teacher when her name is
called
Freaa has improved her sitting
B span. At the beginning of the
therapy session, Freaa was able
to sit down with an estimated time
of three (3) seconds, now she can
sit for half an hour (30 minutes)
while doing her activities and
currently working her sitting time
without any activity.
C Freaa is now working on learning
how to wait while doing or without
doing anything.
B She immediately turns around in
reaction whenever her name is
called.

To make eye contact within
5-10 seconds
To be able to concentrate
and complete task both
with or without distraction
To follow instructions and
commands
B The longest time that Freaa can
maintain eye contact continuously
is ten (10) seconds and is
currently working on it to make it
longer.
B
She is capable of carrying out
tasks like classifying objects by
their forms and colors or
assembling wooden puzzles like
the alphabet by herself. However,
she has difficulty in avoiding
distractions and may need
additional support in staying
focused
B Freaa is capable of adhering to
directions and instructions like
"pack away," "pick up," "come to
teacher," and "Sit down."

To be able to imitate A Freaa can imitate action very well

actions, (such as: High five, high ten, clap,
(Such as High five, high tap, roll hands)
ten, clap, tap, roll and
saying words)
To be able to imitate A Freaa has the ability to mimic
words, words. (Examples include high
(Such as: High five, High fives, high tens, roll hands,
ten roll hands, yes, no) yes/no, etc.)

Freaa is becoming accustomed to

B replying to many kinds of
To learn how to greet (e.g., greetings.
“Good morning” “Hi
Teacher!”) Freaa can imitate words clearly.
B

To speak with clarity and

learn other words Freaa may still struggle with
B
answering more complex or
To respond to abstract questions, requiring
straightforward inquiries additional support and guidance.
that arise from a casual
conversation or short tale
Freaa still struggles with
B maintaining a consistent grip,
To able to hold and use the particularly when writing for an
pencil in such a way that is extended period. Shows a
not tiring, and enables to
tendency to grip the pencil too
carry out age-appropriate
writing tasks with ease. tightly, which can impact their
writing endurance.

B
To be able to trace and write Freaa can trace letters and
by her own without the help numbers. However, she shows a
of teacher. tendency to grip the pencil too
tightly, which can impact her
writing endurance.

RECOMMENDATIONS
The following are suggested as ways to further improve present skills:
1. Continue your speech communication development sessions, focusing on play
that promotes functional communication as well as behavior control, sensory
integration, and cognitive skills.
2. To help the child learn socializing and communicating, have her participate in
activities with friends, and family.
3. Encouraging more opportunities for Freaa to practice speaking, such as through
conversation and role-playing.
4. Providing a language-rich environment by reading books, singing songs, and
exposing them to new vocabulary words.
5. Providing opportunities for Freaa to practice writing regularly and increase their
endurance.
6. Offering guidance on maintaining a relaxed grip and using proper hand and
finger positioning.
 7. Incorporating fun and engaging writing activities to improve Freaa's confidence
and interest in writing
8. Practice talking to her on a daily basis. So, she won’t lose the interest to speak
even a small number of words. Provide her with educational videos where social
interaction like talking and verbally answering is embedded.
9. Highlight the value of obedience/compliance and a consistent home routine. The
approaches on how to handle the child and her behavior both at home and in
school shall be discuss with the parents and guardians.
10. Practice complimenting her as she complete duties and correctly complies with
requests and instructions by saying things like, “Very good!” and “Good job!” or
rewarding her with her favorite toy or food.
11. It's essential to provide games and toys that encourage understanding and
cognitive growth. A few examples are storybooks, coloring books, tracing and
matching games, simple educational books, puzzles, Lego, fruits and vegetables,
and toys that encourage symbolic play, such as food and cooking sets, doctor
and nurse sets, etc.
12. Parents or guardians should be firm with the child’s activities whenever she starts
to refuse.
13. By using phrases like "what do you want? ", allow the youngster to communicate
her desires.
14. Encouraging Freaa to set realistic goals and establish a routine to help them stay
focused and on track.
15. Developing organizational and time management skills to help Freaa prioritize
tasks and complete them efficiently.
16. Encouraging Freaa to read and listen to a variety of stories and narratives, which
will help them develop their understanding of language and improve their ability
to respond to inquiries.

Prepared by:

Myla A. Luay, LPT

SpEd Teacher / Therapist Parents/Guardian Signature

Approved by:

Laizy Miagao
Case Manager

Noted by:

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

SpEd Specialist/SpEd Diagnostician