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RAINBOW CENTRE EARLY INTERVENTION PROGRAMME (Margaret Drive) 501 Margaret Drive Singapore 149306 EARLY INTERVENTION PROGRAMME (Yishun Park) 15 Yishun St 61 Singapore 768548 Name of student: Aryan Nur Rizqi Bin Juhaimi
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  RAINBOW CENTRE EARLY INTERVENTION PROGRAMME (Margaret Drive) 501 Margaret Drive Singapore 149306 EARLY INTERVENTION PROGRAMME (Yishun Park) 15 Yishun St 61 Singapore 768548 Name of student: Aryan Nur Rizqi Bin JuhaimiYear:2017Programme:Preschool Autism Class:Pebbles A3Date of Admission:1 February 2017 INDIVIDUALISED EDUCATIONAL PLAN Name of team participantDesignationName of team participantDesignationMs Ang Cai Wen Class TeacherMs Michelle CheongSpeech-Language TherapistMs Chew Sze HuiCo-Teacher(s)Ms K.Nagapriyadharsini (till term 1) Occupational TherapistMs Tan Yi EnSenior TeacherMs Ann Sim SengPhysiotherapistMs Pauline ChiaPsychologist Aryan Nur Rizqi Bin JuhaimiStudentMr Louis Ong Kay YongSocial Worker Mr and Mrs JuhaimiParent/s/GuardianMs Ivy Quah Tian HuiEarly Intervention TherapistGoal Setting Considerations   (student’s pre-requisite skills in each domain and self-regulation profile are considered prior to setting goal s) S pecific M easurable A chievable R ealistic T ime-Bound GOALS Part OneCHILD-FOCUSED GOALS ã Focus on intervention and educational needs of the childã Consist of Long Term Goals and Short Term Goals LONG TERM GOALS ã Consist of functional outcomes prioritized by familyã To be achieved by the end of early interventionã Is made up of 2 to 4 Short Term Goals SHORT TERM GOALS ã Consist of skills that work towards achievement of Long Term Goalã Are set for a period of one year, reviewed mid-year  Part TwoHOME CARE PLAN ã Focuses on the needs of the family in promoting the child’s development in the home environmentã Outcomes are statements about the changes that families would like to see for their children and/or themselves Part ThreeTHERAPY SERVICES ã Summarizes the nature and frequency of therapy for the year, reviewed every semester   RAINBOW CENTRE EARLY INTERVENTION PROGRAMMEMARGARET DRIVE/ YISHUN PARKINDIVIDUALISED EDUCATIONAL PLAN YEARLY-BASED Name of Student:Aryan Nur Rizqi Bin JuhaimiProgramme:Preschool Autism Year:2017Class:Pebbles A3 Long Term Goal 1 Core-Interrelated Strand: AEPS Criteria 1Domain:SocialSub-Domain:B2M: Participates in established social routines  Aryan will be able to participate in social and adaptive routines independently. Short Term Goal 1a Core-Interrelated Strand: AEPS Criteria 2Domain: AdaptiveSub-Domain: A1.4M Condition Behaviour Score Criteria Generalization Maintenance During snack time or meal time, Aryan will be able to select and taste 1 or more new types of biscuit or other food10 new foodsacross 2 settings (e.g. home and school)for at least 3 weeks21 new foods32 new foods43 new foods54 new foods Mid-year Progress  Achieved (School)  Aryan has been able to taste 4 new types of biscuits/snacks (chocolate flavoured Tiger biscuits, tomato flavoured potato chips, chocolate Lexus biscuits, cheese balls) during food play time. He has been observed to respond better when he knows what to expect (e.g. visuals showing the food to be tried for the day), and when given time to gradually explore the food at his own pace (e.g. by smelling and licking the food first). In Semester 2, this goal will be expanded to include Aryan being able to taste 2 new types of food (e.g. cereal, bread). Score:5  Outcome Management Achieved Achieved (Home) Score:1 Outcome Management  Not   Achieved End-of-year Progress  Achieved (School)  Aryan has been able to interact with a range of new food types following adult modelling, by cutting, scooping, and touching the food. These include apples slices, hard cheese, coloured bread, banana chips, tapioca chips. He continues to benefit from adult modelling within a safe environment in which he is allowed to explore the food at his own pace and is not required to taste the food before he is ready. Although he has yet to taste a new food type, he continues to eat at least 4 different types of biscuits. Score:5  Outcome Management Achieved Achieved (Home) Score:5  Outcome Management Achieved  RAINBOW CENTRE EARLY INTERVENTION PROGRAMMEMARGARET DRIVE/ YISHUN PARKINDIVIDUALISED EDUCATIONAL PLAN YEARLY-BASED Name of Student: Aryan Nur Rizqi Bin JuhaimiProgramme:Preschool Autism Year:2017Class:Pebbles A3 Long Term Goal 1 Core-Interrelated Strand: AEPS Criteria 1Domain:SocialSub-Domain:B2M: Participates in established social routines  Aryan will be able to participate in social and adaptive routines independently. Short Term Goal 1b Core-Interrelated Strand: AEPS Criteria 1Domain: AdaptiveSub-Domain: A3.2M Condition Behaviour Score Criteria Generalization Maintenance When presented with liquid on a spoon held by an adult, Aryan will be to sip milk or other liquids from the spoon with appropriate lip closure on the spoon,10 sipsduring meal timesfor at least 3 weeks22 sips34 sips46 sips58 sips Mid-year Progress  Achieved (School) When presented with milk on a spoon, held by the teacher, Aryan is able to accept at least 2 scoops of milk placed on his lips.This goal will be maintained in semester 2 as we work towards getting Aryan to sip liquid from the spoon. Score:1 Outcome Management  Not   Achieved Achieved (Home) Score:1 Outcome Management  Not   Achieved End-of-year Progress  Achieved (School) During snack time, when presented with water on a spoon, held by the teacher,  Aryan is able to take at least 5 sips of water with appropriate lip closure on the spoon. Occasionally, he is also willing to feed himself with the spoon. Score:3 Outcome Management Achieved Achieved (Home) Score:1 Outcome Management  Not   Achieved  RAINBOW CENTRE EARLY INTERVENTION PROGRAMMEMARGARET DRIVE/ YISHUN PARKINDIVIDUALISED EDUCATIONAL PLAN YEARLY-BASED Name of Student: Aryan Nur Rizqi Bin JuhaimiProgramme:Preschool Autism Year:2017Class:Pebbles A3 Long Term Goal 1 Core-Interrelated Strand: AEPS Criteria 1Domain:SocialSub-Domain:B2M: Participates in established social routines  Aryan will be able to participate in social and adaptive routines independently. Short Term Goal 1c Core-Interrelated Strand: AEPS Criteria 2Domain: AdaptiveSub-Domain:B1.1 Condition Behaviour Score Criteria Generalization Maintenance When presented with the visual support during toilet time  Aryan will be able to partcipate in the toilet routine by:1. Pulling down shorts and diapers2. Standing at the urinal for at least 10 seconds3. Pulling up diapers and shorts4. Flush urinal5. Washing hands 1with gestural prompt across 0 setting for at least 3 weeks2 across 1 setting (e.g: School/home) 3 across 2 settings (e.g: School and home) 4 across 3 settings (e.g: School, home and community) 5 across 4 settings (e.g: School, home, preschool and community) Mid-year Progress  Achieved (School)  Aryan is able to transit to the urinal in the toilet and participate in all 5 steps of the toilet routine independently. This goal will be maintained in semester 2 as we embed it into the home setting as well as encouraging Aryan to pass urine into the urinal. Score:2  Outcome Management  Not   Achieved Achieved (Home) Score:1 Outcome Management  Not   Achieved End-of-year Progress  Achieved (School)  Aryan is able to carry out the toilet routine independently and is currently off diapers. He is able to respond by saying yes or no when asked if he needs the toilet. At home, he is able to initiate when he needs the toilet. Score:3 Outcome Management Achieved Achieved (Home) Score:3 Outcome Management Achieved
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