III. John has been seen kicking, hitting, and pinching others. When angry or frustrated, he vocalizes very loudly and doesn't seem to know the appropriate words/signs to use to express his feelings. He is compliant with signed prompts to stop the behavior, not always needing direct comments.
IV. A. Annual Goal: John will exercise increased self-control, increasing appropriate verbal and physical behaviors with fading prompts/models.
B. Short-Term Objectives:
1. Given a class situation when John is evidencing inappropriate
behavior, he will indicate, with modeling and/or prompts, his
feelings (frustration, discomfort, fear), and a more appropriate
behavior and language (i.e. "help me" or tap a student to get his
attention and sign "please move" or "it's my turn" or indicate to
teacher that he needs to regroup and organize himself), 80% of the
time.
2. Given a class situation when John is evidencing stress
(before inappropriate behaviors begin), he will indicate, with
modeling and/or prompts, appropriate interactions (i.e. "help me"
or "I need more room" or "I need to move/a break") 80% of the time.
3. Given a class situation, when John is evidencing stress, he
will initiate appropriate interactions, without modeling, but with a
prompt (i.e. "Are you ok?" or "What's the matter?" or "Raise your
hand if you need help.") 80% of the time.
4. Given a class situation, when John is evidencing stress, he
will initiate appropriate interactions, without modeling or prompts
60% of the time.
5. John will use a large motor activity prior to and during
focused work 80% of the time.
6. John will sit at an individual desk and work for 10 minutes
80% of the time.
7. John will seek out his "chill out" space to regroup and
organize himself with needed sensory input with modeling (i.e. "I
need a break") 80% of the time.
8. John will ask for his "chill out space" as needed with out
modeling 80% of the time.
Behavior - Lack of Self Control - Flight Risk
III. John can remain in his assigned area with verbal prompts and close physical proximity of an adult. John has improved from fleeing from a small group. However, recently, John has had an episode of leaving the school campus. He has difficulty staying in an assigned area without prompts and direct supervision. In the classroom, he does not stay at the assigned area during work time without getting out of his seat and running. He needs continual prompts (about 10 - 15 in a 30 minute session) to do his work or sit correctly in his seat.
IV. A. Annual Goal:
John will exercise increased self-control while at school, as
evidenced by increasing lengths of time on task, and remaining in the
assigned area, with fading prompts.
B. Short-Term Objectives:
1. Given a small group activity in the classroom, John will
evidence increased self control and remain on task, using classroom
modifications as indicated by his Sensory Integration OT, his Vision
Therapist, and Dr Morganstein and with modeling of appropriate
behaviors/language ("Raise your hand," "Help me," etc).
a. With ten or less prompts in 30 minutes
b. With six or less prompts in 30 minutes
c. With two or less prompts in 30 minutes
2. Given an activity outside the classroom, John will evidence
self-control by remaining in his assigned area on school grounds.
a. 100% of the time with prompts
b. 100% of the time with out prompts
Language - Reading Skills
III. John is able to use new vocabulary learned from stories. John is not able to read or follow survival-reading words with or without prompts. He is able to read 5/82 preprimary words in the Brigance Diagnostic Inventory. John is reading preprimer books with minimal assistance.
IV. A. Annual Goal: John will read preprimary and survival sight words.
B. Short Term Objectives:
1. Given preprimary sight words John will sign 50/82 with 80%
accuracy.
2. Given survival words, John will sign three words per week
with 90% accuracy.
3. John will correctly identify pictures using survival words
as "dangerous" or with 80% accuracy.
4. When shown pictures/words, John will sign/say six new
vocabulary words, which are related to a lesson with 90% accuracy.
4. Given six vocabulary words, John will match a picture/ & or
sign to the correct word with 90% accuracy.
5. John will use his finger to point to words as he reads/signs
them with 90% accuracy using signed English and voice, as well as ASL
concepts.
6. John will complete a Reading Record, showing he has read
books using the preprimary and survival sight words four out of five
school days per week with 95% compliance.
Language - Spelling Skills
III. John can write all upper and lower case letters on request. He can copy words. He can spell one of three vocabulary words per story. He cannot spell two of three vocabulary words per story. John is unable to fingerspell a word on command.
IV. A. Annual Goal:
John will spell (fingerspell and write) spelling words.
B. Short Term Objectives:
1. John will spell two out of five spelling words correctly each
week on a written test with 90% accuracy.
2. John will spell four out of five spelling words correctly
each week on a written test with 80% accuracy.
3. John will fingerspell two out of five spelling words
correctly each week with 75% accuracy.
4. John will choose a correctly spelled word from a field of two
with 80% accuracy.
5. John will choose a correctly spelled word from a field of
three with 80% accuracy.
6. John will do spelling/vocabulary homework for four out of
five school days per week with 95% compliance.
Language - Reading Comprehension
III. John can recall new vocabulary learned from stories. He is not able to consistently identify the beginning, middle and end of a story using pictures. He is not able to consistently predict what happens next in a story using pictures.
IV. A. Annual Goal:
John will show comprehension of literature.
B. Short-Term Objectives:
1. Given pictures, John will identify beginning, middle & end of
the story with 90% accuracy.
2. Given picture choices, John will predict what happens next in
a story with 90% accuracy.
3. John will read a sentence and choose the best word to
complete that sentence from a field of two or three with 75% accuracy.
4. John will read a story. He will answer simple questions
about the story by choosing the correct answer from a field of two or
three, with 70% accuracy.
5. John will read a story. He will answer a simple question
about the story by writing a simple sentence with 60% accuracy.
6. John will do reading comprehension homework weekly with 95%
compliance.
Language - Expressive - Grammar
III. John can write all upper and lower case letters. He is able to copy single words and write some from memory. He is able to copy a sentence using the initial capitalization and ending punctuation. He is not consistent in selecting sentences with correct capitalization and punctuation. He does not use capitals for people's names.
IV. A. Annual Goal
John will use correct nouns, pronouns, capitalization and punctuation
in a sentence.
B. Short-Term Objectives:
1. Given a choice of two sentences, John will choose the one
with correct capitalization and punctuation with 80% accuracy.
2. John will correct a sentence that is improperly written, with
80% accuracy.
3. Given a choice of four proper nouns, John will choose the
ones with the correct capitalization with 80% accuracy.
4. Given a choice of two or three pronouns, John will choose the
one that could be substituted for underlined proper nouns in a
sentence, with 50% accuracy.
5. John will complete homework assignments in grammar weekly
with 95% compliance.
Language - Dictionary Skills
III. John can match pictures to words. He can copy words. He can sign the word. He cannot alphabetize words or look up definitions.
IV. A. Annual Goal:
John will begin deciphering the structure of a word and attaching a
meaning to it.
B. Short-Term Goals:
1. John will identify the initial letter/sound of a word (shown
the word), from a field of four letters with 80% accuracy.
2. John will alphabetize his spelling/vocabulary words with 80%
accuracy.
3. John will choose the beginning sound/letter that will form
the word shown in a picture with 60% accuracy.
4. John will match the meaning of a word, to that word with 60%
accuracy.
5. John will look up and copy the meaning of select vocabulary
words with 80% accuracy.
6. John will match synonyms and antonyms with 60% accuracy.
7. John will do homework using his vocabulary and spelling words
four out of five school days per week with 95% compliance.
Social Skills
III. John is able to respond to "yes/no" and other simple questions "How are you?" and "How old are you?" and "Who is your teacher?" He still has inconsistent eye contact with the person speaking, and does participate in turn taking activities with minimal assistance.
IV. A. Annual Goal
John will demonstrate improved social skills.
B. Short-Term Objectives
1. John will look at the person speaking/signing with minimal
prompts 90% of the time. (as his Vision Therapy progresses)
2. John will look at the person speaking/signing without prompts
60% of the time.
3. John will address all adults and students he regularly comes
in contact with by name, and will use appropriate pleasantries
(please, thank you, etc.) with fading models/prompts 65% of the time.
4. John will raise his hand in class with fading prompts/models
75% of the time.
5. John will participate in turn taking during group activities
with minimal assistance 90% of the time.
6. During connect, John will learn the name of a "connect peer
partner (student)" and interact with that student using the skills
listed above with minimal assistance 75% of the time
7. John will take a "signed/verbal" message from one person to
another, and deliver the message correctly, 75% of the time.
8. During connect, John will participate in group activities and
games with minimal assistance from a connect-peer partner, with 60%
compliance.
9. John will self-initiate a request for things he wants that he
has visual access to with 90% accuracy.
Math --Sequencing/Measurement
III. John is able to identify the season and weather. He can sign the name and match the correct value of a penny and nickel. He is not currently able to match the value of a dime and quarter. He can tell time to the hour, but not to the half hour. He can read and sequence the days of the week and the months of the year.
IV. A. Annual Goal
John will exhibit skills in using sequencing and measurement.
B. Short-Term Objectives
1. Given real or play coins and bills, and cards with money
values, John will sign the name of the coin and match the correct
value to it with 90% accuracy.
2. Given a play or printed clock, John will tell time to the
nearest five minutes with 90% accuracy.
3. John will choose congruent shapes with 80% accuracy.
4. John will identify the number of sides of a shape with 80%
accuracy.
5. John will utilize a ruler to measure a given object in inches
with 90% accuracy.
6. John will complete a pattern by choosing the next shape in a
sequence of shapes with 80% accuracy.
7. John will complete a pattern by drawing the next shape in a
sequence of shapes with 75% accuracy.
8. John will sequence by size with 80% accuracy.
9. John will evidence understanding of a calendar, and the
terms "next," and "last," as it applies to the calendar with 60%
accuracy.
10. John will use position words to identify placement of an
object in a picture with 80% accuracy.
11. John will answer simple word problems using the above skills
with 60% accuracy.
12. John will do math homework four out of five days per week,
with 95% compliance.
Math - Computing Skills
III. John can count to 100 with visual prompts and can count to 30 without visual prompts. He is able to skip count by 10's, but cannot consistently skip count by 5's. He can read and sequence number words one through ten, but cannot consistently sequence number words eleven through twenty. John is able to add very simple problems using manipulatives. He cannot add addition problems with sums up to 15 with or without manipulatives.
IV. A. Annual Goal
John will skip count to 100 and compute with whole
numbers.
B. Short Term Goals
1. Given number words 11 - 20, and by 10's to 100, John will
read and sequence them in order with 80% accuracy.
2. John will write the numbers 1 - 100 without visual prompts
with 80% accuracy.
3. John will skip count
a. By 5's with 100% accuracy
b. By 2's with 75% accuracy
c. By 25's with 100% accuracy
4. John will add with manipulatives/pictures to 20 with 90%
accuracy.
5. John will demonstrate knowledge of ordinal numbers with 90%
accuracy.
6. John will learn place value (i.e. 73 = 7 10's and 3 1's) with
60% accuracy.
7. John will add without manipulatives, but with picture aids,
to 100's with 50% accuracy.
8. John will subtract with manipulatives to 20 with 75% accuracy.
9. John will demonstrate knowledge of the terms "more"
and "less," with 90% accuracy.
10. John will answer simple word problems using the above skills,
and choose the correct answer from a field of two or three with 60%
accuracy.
11. John will do math homework (including sequencing/measuring),
four out of five school days per week.
Test Prep -- All Subjects
John is able to answer direct questions when they are signed and spoken to him. John is not able to answer written questions.
IV. A. Annual Goal:
John will be able to take a test by "filling in the bubbles,"
on paper and on computer.
B. Short-Term Objectives:
1. John will circle the correct answer from a field of two on
paper with 90% accuracy.
2. John will circle the correct answer from a field of four on
paper with 80% accuracy.
3. John will choose the correct answer from a field of two and
fill in the correct bubble, with 70% accuracy on paper.
4. John will choose the correct answer from a field of three and
fill in the correct bubble, with 65% accuracy on paper.
5. John will choose the correct answer from a field of four and
fill in the correct bubble, with 60% accuracy on paper.
6. John will choose the correct answer from a field of two and
mark the correct spot, on the computer, with 80% accuracy.
7. John will choose the correct answer from a field of three and
mark the correct spot, on the computer, with 80% accuracy.
Adaptive Equipment --FM system/hearing aids
III. John currently uses an FM system with bilateral BTE hearing aids. He can localize sounds with the FM microphone off (hearing aids set on B). He can respond to questions, from across a busy classroom, with the FM microphone turned on (hearing aids set on B). He becomes frustrated with continued FM use, when it is left on, but not used for specific communication with him. He then blocks out the sound as "white noise." When the BTE receivers are set on F, he will not hear any sounds with the microphone off. With the BTE receivers set on M, he will not hear any sounds through the FM microphone.
IV. A. Annual Goal:
John will utilize his FM system.
B. Short-Term Objectives:
1. John will wear his BTE hearing aids at all times with 100%
compliance.
2. John will wear the BTE receivers set at B 100% of the time.
3. John will utilize the FM system at appropriate 1:1 or
classroom lecture times with 90% compliance.
4. John will have the FM microphone turned off during times the
person transmitting is not directly addressing him with 90%
compliance.
5. John will have the FM microphone turned off while on the
playground, and only turned on for direct communications with him
with 90% compliance.
6. John will have any person working with him instructed in the
correct use of the microphone, before that person uses it, 100% of
the time.
Additional OT goal:
OT goal - Sensory Integration - Classroom Strategies
III. John demonstrates significant sensory integrative dysfunction. He demonstrates difficulties with organization, modulation and interpretation of sensory input necessary for adaptive emotional, behavioral, and motor functioning. John is constantly seeking out movement and heavy input to his muscles; to help him focus and organize himself. John's convergence palsy and disorder of accommodation affect his eye hand coordination and make near/far visual tracking extremely difficult.
IV. Annual Goal:
A. John will get the sensory information he needs during the
school day; to help him focus and organize himself.
B. Short-Term Objectives:
1. John will work at his own desk (with assistance as needed),
remaining seated in his chair using a Move-N-Sit, for 10 minutes.
2. John will work at his own desk without kicking the table,
using stretchable tubing or theraband around the front legs of his
chair to stretch with his legs, for 10 minutes with fading prompts.
3. John will remain seated in his chair with aids listed above
for 20 minutes without prompts.
4. John will use his "chill out" space to regroup and organize
himself as needed, less than 10 times a day.
5. John will use his "chill out" space to regroup and organize
himself as needed, less than 5 times a day.
6. John will do "heavy work jobs," such as carrying a few heavy
books to the shelf, stacking chairs, or washing the tables or
blackboard, for proprioceptive input at least twice daily.
7. John will use "high contrast" paper for writing, 80% of the
time.
8. John will have a "desk copy" of work written on the
blackboard, for "copy work" to minimize near/far tracking problems,
80% of the time.
Additional Speech Goal
III. John will point to things he wants. He will ask for them (I
want orange car) when prompted.
IV.A. Annual Goal:
John will self-initiate requests.
B. Short-Term Objectives:
1. John will sign/say his request for something he wants, and
has visual access to, when prompted, 90% of the time.
2. John will sign/say his request for something he wants, and
has visual access to, without prompts, 80% of the time.
Written by Deb Hall, December 2000