INDIVIDUALIZED EDUCATION PROGRAM

(IEP)

Client’s Name: Katherine Karleigh

Empleo________________________________________________
Birthday:
Age:
Diagnosis:
Nature of Service: Holistic Approach
Therapy________________________________________
Therapist/Teacher: Allysa Mae B. Dollesin/Roxanne Y. Lite
Date Covered:

ATTENDED SKILLS ACTIVITY STRATEGIES

- Following - Establish eye contact
COMPLIANCE DRILL - simple instructions when talking to others.
- -Sit down
- -Look at Teacher - Reinforce every positive
- -Behave Hands trail.
- -Quiet mouth
- “Do this” - Do mass trial.
- (clap, tap, wave, high
five and high ten)
- attending to the person
when called

WAITING TIME -Increase waiting up to 20-30 - - Reinforce every

Impulsivity grabbing seconds. positive trail.
Phase 1-20-60 seconds
Sitting Tolerance without Phase 2 -2 to 5 mins.
Activity Phase 3 -6 to 15 mins.

Let Karleigh ask or tell what

Pointing she wants to lessen grabbing
behavior.
- Present 2 objects let him
to choose.

Breathing Exercise - Balloon blow, Straw,

inhale exhale.

VISUAL PERFORMANCE
- Match identical objects
Matching to sample in an array of 5
items/5 choices
- 2D - 2D identical and
3D-3D identical
- 3D-2Dlike shape colors,

Sorting identical items
Finding the missing items
Picture drawing and coloring
RECEPTIVE LANGUAGE
Name calling
OMEX (Oral-Motor Exercise)
Following
Selection by Adjective
Fluent Receptive
discrimination
- Match objects to picture letters, fruits, vegetable
in an array of 5 items. etc.
- Sorting 2D and 3D items - Use 2D/3D identical
items.
- Sorting by category - Items see in school,
home, park,
transportation, toys, and
food.
- Karleigh will look for the - Printed materials
missing item. - puzzles
- Practice making drawing - Printed materials
and coloring within the
border
With and without activity
- oral -motor exercises and
massage (facial massage,
tongue, lip, cheek, gum
and jaw exercises
- modelling and imitation
of lips and tongue
movements
- introduce different food
textures and temperature
- Instruction to look at - Look at reinforcing item
reinforcing object held by teacher.
- Follow simple - Color all the Big objects.
instructions in activity.
- Follow instruction to go - Go to teacher
to others-
- Follow instruction to
give an item to a person - Give the ball to Teacher.
or place an object.
- Follow instruction to
- Give teacher flying kiss
specific person to
perform a stated action.
- Follow instruction in - Washing hand before
routine situation. eating
- Karleigh will give what - Big/small
is teacher asking - Long/ short
- Introduce more adjective. - Hot/cold
- Clean/ dirty
- Karleigh will be able to - Point shoes, point nose
point to or select items and eyes
from array upon request
 when presented in quick
succession. - Show me _____, can you
- Varied Instruction find_____, point_____,
clap hands.

- Demonstrate action using - Do Writing (give

Demonstrate action object. Karleigh pencil)

- -
Multiple action with an object - Do (action) do (action) - Do jumping and then
and (action) walking

- Teacher will say show -

Demonstrate pretend action me your happy face.

- Ask Karleigh “what goes - Flash cards

Association of picture with (object)?” - Realia
- With an array of 2
picture choice

Function of the object - Ask Karleigh “give me - Flash cards

the one that you (cut) - Realia
with?”
Phase 1 – 1 choice
Phase 2 – with 2-3 choices.

INTRAVERBAL
Teacher will make the animals
Animal sound sound and Karleigh will identify Use sounds or video and
Transportation sound or get the picture of the animals flashcards
Teacher will make the sounds of
a particular vehicle and Karleigh
will identify what kind or
transportation it is by getting or
naming the object
- Ask Karleigh personal - Name, age, address
Answering personal information. - Name of her mother
Information - Help to familiarize her father, lola, lolo,
address, (first the city of teachers.
her location) - Name the address where
- she lives at

- Wash your _____.

(hand)

Asking Questions - Who ride on the _____?

- What, When, where, who (car)
question
- Use simple question first,
give options so she can
answer well.
- Use picture presentation
for better understanding.

- Do this(action), and this -

Multiple Imitation (action) and this(action)
FINE MOTOR
Turn taking Activity
- Karleigh will say it’s my - shooting the basketball –
turn by asking herself. -putting the coin in the bank,
etc.

Eye and hand Coordination - Stringing beads - Use big and small beads
- scooping - Use 2 container, spoon
- catching ball and raw pasta.
manipulative toys - Ball
- Screws and ring toss

Ask others to perform action - Karleigh will ask for - Help please
Or Request for help help, come teacher or - Open please
open please. (prompted) - Borrow please

- Saying yes or no with T: is this a ball?

Request by saying yes or no head movement or saying Karleigh: yes, (by nodding
it verbally her head) or saying it
verbally

GROSS MOTOR

Ball Activity - Catch

- Throw
- Kick
- Roll
- Shoot

Obstacle course - Use chair to make

obstacle course.

- Jumping on the
trampoline-crawling-
shooting shapes

- Wheelbarrow walks

- Crawling inside the 2

hula-hoops

Skip, hop, jump Use small square floor

For his balance mats.
-
LABELING - Herself and others
Identifying body parts
- Teacher will ask what is
Identifying Action words the girl doing? - Flash cards
- Karleigh will copy the - Video
action she saw in the
picture or video
Label items using phrase - Show picture of the - Flash cards
items. - Items saw in center
Label items using Adjective - Karleigh will identify
(it’s an airplane) - Red car
Label preposition - Identify the properties of - Blue ball
object.

- Ask Karleigh where is

the ball by pointing the
position the object asks

SELF HELP SKILLS

Self-care task - Wearing and removing - Shirt

clothes. - Short
- combing hair - Socks
Eating - shoes
Potty training - wiping mouth and face
use spoon and fork while
- hand washing eating.
- Chart or printed materials
- use spoon and fork given for to follow the
step.
Proper use of toilet

Prepared by:

Allysa Mae B. Dollesin

SpEd Teacher/ Therapist Parents/Guardian Signature

Roxanne Y. Lite
SpEd Teacher/ Therapist

Approved by:

Laizy C. Maigao
Assistant Case Manager

Noted by:
Lerma O. Bernales, Ph.D., RPm, LPT
SpEd Specialist/ SpEd Diagnostician