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Autism: Needs: social skills, regulation of behaviour and emotions

Tabs: social skills, communication (some may need safety, personal care)
Planning and Personnel Support Learning Goal:

________ participates in social skills lessons and is given additional


support when working in small groups.

- Develop social skills and organisational skills to assist him in


accessing the curriculum.
-Develop social skills and confidence in speaking with peers and
school personnel.

Teachers Assistant/Teacher support for group tasks.


Counsellor, social skills program.

Social Skills Goal:

Adjustments: Social Skills

- Develop his ability to self-regulate behaviour and emotion.


- Learn appropriate skills and language for building friendships.
- Apply social skills to interact with peers in the playground.
- Begin to take ownership of his actions when there is conflict.

Providing quiet safe space to work, when upset or angry.


Placement in area which provides less distractions.
Participation in 'Friendly Schools' program.

- explicit modelling of social responses to support participation.


-work towards becoming familiar with school routines and
- verbal and visual reminders of social routines.
improving his ability to work with a partner to complete class tasks. -frequent reminders about playground expectations.
-provision of different work stations
-opportunities to choose who he works with or to work alone.
-quiet playground alternative (passive play area)
- access to mentor to discuss any playground or social concerns.
Further develop his ability to use calming strategies to assist him in - Passive play - opportunity to learn new games and practice
his interactions.
interacting socially with others.
Further develop his knowledge and understanding of the choices
he can make in a variety of playground situations

Further develop his organisational skills and ability to complete set


tasks on time.
Further develop his social skills in relation to managing his anxiety
and friendships
Express a personal point of view and begin to listen to the
viewpoint of others.

-specific training in classroom practice and supported by visuals in


the following areas, - sitting on mat, putting up hand, lining up,
moving around the school, appropriate ways to ask for help.
-use of puppet pals social skills program.
- placement in classroom close to teacher and instruction area.
-Explicit modelling of social responses to support participation in
class and on the playground.
-Verbal and visual reminders of social routines.

-Reminders given frequently about playtime expectations.


-Consideration given to location in the classroom.
-Grouping with students who can serve as role models.
Strategies to discuss problems class/playground.
Counsellor sessions.
Grouped carefully with children who influence him positively.
Adult support for group tasks.
Social skills program explicitly teaches skills to assist Matthew and
includes role play and strategy discussions.
Visual reminders for class rules, expectations.
1-1 support to manage anxiety and stress.
Participation in 'Friendly Schools Plus' program.
1-1 assistance to understand rules and appropriate behaviours.
Placement near teacher.
Verbal and visual reminders of appropriate behaviours.
Specify program and people involved:
Provision of different work stations in the classroom.
Opportunities to choose who he works with (or alone).
Quiet playground alternative provided for lunch times.
During passive play (lunch time alternate) Thomas is provided with
opportunities to further develop his ability to play a variety of games.
Access to mentor - principal to discuss any playground or social
concerns.
Provision of different work stations in the classroom.
Quiet playground alternative- passive play, opportunities to further
develop her ability to play a variety of games.
Communication Goal:
-Develop pragmatic and appropriate listening skills for interaction
and learning.
- Develop appropriate language skills for interaction with others.

Overall main adjustment:


-social skills program and additional support when working in groups.
Adjustments: Communication

- Develop expressive and receptive language skills.


- develop ability to use appropriate body language.
- develop awareness of gestures and facial expressions and how
they are used in communication.
- develop ability to use appropriate eye contact.
- develop ability to listen and ask relevant questions
- further develop ability to make requests appropriately
-further develop ability to use appropriate body language and
gestures when interacting with others.

-de-escalating strategies for behaviour


- demerit system
- buddy system
- visual timetables
- Grouping with students who can serve as role models.
- Individualised instruction in pragmatic and listening skills.

- intervention with SpN teacher for the development of


comprehension, auditory processing skills, listening skills and
development of vocabulary.
-intensive small group and individualised programs
-Improve expressive language through oral vocabulary building and -multi-sensory methods used.
sentence construction.
-modified language
-Improve receptive language by listening and responding
-explicit teaching of social skills and language to assist with
accurately using appropriate technical language in oral and written interactions.
form.
. receives intervention with the Special Education Teacher twice a
week for the development of comprehension, auditory processing
skills, listening skills and development of vocabulary.

Mental Health: Tabs:


ODD - Communication/pragmatics, safety, social skills (all ODD students need explicit teaching of safety rules)
Anxiety/Depression - safety and social skills (may need communication as well)

Planning and Personnel Support Goal:


-Work towards regulating his behavioural and emotional reactions
to situations so that he can participate fully in the curriculum.
- develop social skills and organisational skills to assist .. in
accessing the curriculum and interacting with others.

Further develop her ability to manager her anxiety.


Goals:

Adjustments:

- develop pragmatic language skills


.. works well, requiring motivational strategies and positive
- develop ability to self-regulate his behaviour and emotions.
reinforcement. Main adjustments, preparing him for changes in
- develop social skills
routine and having clear expectations and rules.
- develop confidence in speaking with peers and school personnel.
- develop ability to apply self-regulatory strategies.
- learning appropriate skills and language for building friendships
-develop greater confidence .
- begin to take ownership of his actions when there is conflict.
Further develop her ability to apply strategies that assist her to
manage her anxiety.
Further develop her ability to utilise strategies to enter the
classroom calmly without parental assistance.

Options, work stations and students he is seated


with.
Moved often to foster new friendships.
Whole class social skills program.
Reinforced lessons when issues arise.

CGM:
Planning and Personnel Support Learning Goals:
- For to successfully access learning at his level of

Specific adjusments in place:


Tasks are orally and visually broken down for Georgia.
Intensive small group and individualised programs.

attainment within the year . classroom.


- working towards achieving stage . goals in English and
mathematics.
For Jade to successfully access learning at her level of attainment
within the year 3 classroom.
Curriculum Learning Goals:
-Develop reading accuracy, fluency and comprehension skills.
-Construct simple and compound sentences in written and oral
form.
- Develop basic component skills of mathematics.
- Develop basic component skills of reading, e.g. sounds and sight
words.
- Develop sight word and sound knowledge.
Further develop his research skills, in particular his ability to locate
information, read facts and record them in his own words.
Develop knowledge of basic mathematical processes and facts.
Draft,revise and publish a well structured exposition using
appropriate language features.
Express a point of view orally and in writing with some supporting
arguments.
Further develop his research skills, in particular his ability to locate
information, read facts and record them in his own words.

Adjustments to Grouping:
-intensive small group and individualised programs.
Adjustments to instructions:
-structures and processes - routines
- class timetable displayed
- mastery programs (reading and maths)
- multi-sensory methods - sounds
- Additional guided practice of key concepts
- Modified language
- Small group reinforcement of concepts
- placement - close to teacher and instruction area
- visual representations of instructions.
Small group and individualised programs.
Mastery programs (reading)
Explicit teaching and modelling of oral and written sentences.
Modified language.
Seated close to instruction area.
1-1 explanations.
Placement near instruction area.
Mastery programs
Multi-sensory methods
Additional guided practice of key concepts
Modified language
Visual representations of instructions.

Adjustments to assessment:
- provide quiet alternate environment
- 1-1 explanation when required.
- providing a reader for mathematics assessments
- providing a scribe
- allowing student to complete assessments orally.
- allowing student to complete assessments using technology.
- modified language
- additional rest breaks
- additional time
-alternate tasks provided at a lower level.
- provide practice questions.
- alternate format for assessments.
Quiet alternate environment.
1-1 explanation when required.
Providing a reader/scribe
Technology option.
Modified language
Additional time/rest breaks
Scaffolds provided for writing assessments.
Oral assessment.
Extra time, breaks, support (reader/scribe)
Verbalisation before writing.
25 words or less

LAD:

Planning and Support Goal:

_________ is verbal and communicates to make his needs


understood.

Develop receptive and expressive language skills.


Communication Learning Goal:

Adjustments:

-Improve expressive language through oral vocabulary building and


sentence construction.
-Improve receptive language by listening and responding
accurately using appropriate technical language in oral and written
form.
- improve inferential thinking skills through reading and listening
activities.
- Work towards achievement of stage 1 outcomes for talking and
listening.
-work towards achievement of stage 1 outcomes for reading
comprehension.

- Intensive small group and individualised programs.


- Mastery programs
- Multi-sensory methods used
- explicit teaching and modelling of oral and written sentences.
- modified language instructions repeated
- language simplified and teacher check for understanding
- instructions visually represented.
- seated close to teacher and instruction area.
Placement near instruction area.
Instructions repeated/simplified.
Check for understanding.
Instructions 1-2 at a time/with visuals.
1-1 explanations given.
Small group instruction/reinforcement of concepts.
Kinder:
-Noah receives intervention with the Special Education Teacher twice
a week for the development of comprehension, auditory processing
skills, listening skills and development of vocabulary.
-Intensive small group and individualised programs.
-Multi-sensory methods used.
-Explicit teaching and modelling of oral and written sentences.
-Modified language.

Mobility: Tabs - personal care(some) , safety(all),

Planning and Personnel Support Learning Goals:

Intensive small group instruction and individualised program.

- Develop her ability to independently move safely around the


school.
Develop her ability to independently move safely around the
school.

Adjustments:
- handrails on stairs
- ramps to access different school levels
- additional support for movement based activities

Develop her ability to participate in modified movement based


activities.
To continue to develop his understanding of and ability to manage
his allergies.
Further develop her ability to manage her condition and ability to
verbalise her needs.

-Classroom Teacher provides . with additional 1-1 support for


movement based activities.
-Fitness and sports activities modified significantly - reduction of
repetitions, different activities provided, activities modified to
decrease intensity and duration.
- ... uses ramps instead of stairs to move around school.
- ... has a bag on wheels that can be pulled.
Safety adjustments
Mobility plan followed.
... is seated near the teacher and main area of instruction.
... is reminded to hold handrails when going up and down stairs.
. is reminded to use ramps instead of stairs.
Classroom Teacher provides . with additional 1-1 support for
movement based activities.
Fitness and sports activities modified significantly - reduction of
repetitions, different activities provided, activities modified to
decrease intensity and duration
.. may attend the quiet playground alternative at lunch time as
needed to manage her fatigue.
.. uses ramps to access school areas safely.

25 words
Alex may attend the quiet playground alternate at lunch time as
needed to manage fatigue.
Alex may use handrails and ramps to access school safely.
Mobility plan followed.
Placement near teacher/ main instruction area.
Reminded to use hand rails and ramps when fatigued.
Monitoring and modifications to movement activities.
Classroom Teacher 1-1 support for movement activities as needed.
Quiet playground alternative.
Mobility and fatigue considered in planning processes.

WISC-IV (06/09/2013) - Helen Tsamoulos(Psychologist) - Full score 73 - borderline cognitive ability.

August 2013 - Ravens Progressive Matrix - <5%


21/11/2012 - Running record - PM Reading level 30 - 100% accuracy.
5/11/2012 - Castles and Coltheart CC2 - regular and irregular word reading within norm, nonword reading below norm.
November 2012 - PAT Numeracy Test A - raw score 11/20, st1, 4%.
November 2012 - Burt Word Test - raw score 46, age 8.00-8.06yrs.
Year 3: Numeracy band 4, Reading band 2, Writing band 4, Spelling band 1, Punctuation band 2.
Year 5: Numeracy band 4, Reading band 3, Writing band __, Spelling band 3, Punctuation band 3.
November 2012 - PAT Numeracy Test 3 - raw score27, st4,37%.
November 2012 - PAT Reading Test 3 - raw score13, St3, 15%.
November 2012 - Burt Word Test - raw score52, age 8y6mth.
November 2012 - AGAT Test 3 - raw score33, St5, 58%.
Jerome is placed at the front of the room with only one partner.
He is often removed to the withdrawal room for tasks.
Books are set up for easy access.

Teachers Assistant (large class support) sits with Jerome.


1-1 instruction with teacher in reading comprehension.
Chunking focus for each week. Focusing on one area at a time.
Placed at the front, only one partner.
Use of withdrawal room.
Book stand use for organisation.
1-1 instruction
Chunking focus for each week. Focusing on one area at a time.
CELF-4 (09/09/2013 - Vicki Ridgeway (Speech Pathologist) - Moderate dysfluency with associated secondary symptoms.
Core, receptive and expressive language very low range of functioning.
20/1/2011 - Nick Janicaud (Occupational Therapist) Functional Listening Questionnaire, Sensory Profile - Sensory Processing Difficulties.

Provision of different work stations in the classroom.


Quiet playground alternative- passive play, opportunities to further develop her ability to play a variety of games.

30/7/2013 - Tanya Barber (Educational and Developmental Psychologist) - WISC-IV - Full Scale score 104* Interpret with caution, verbal
comprehension 108, perceptual reasoning 108, working memory 91, processing speed 97.
30/7/2013 - Tanya Barber (Educational and Developmental Psychologist)WIATT-II - pseudoword reading grade equivalent 2.9years,
spelling grade equivalent 2.4years, numeric operations grade equivalent 3.6years - weakness in phonetic decoding, well below potential in
mathematics.
30/7/2013 - Tanya Barber (Educational and Developmental Psychologist)BASC-2, TRS-C, PRS-C - high levels of anxiety and withdrawal.
Summary of results from testing 30/7/2013- Specific Learning Disorder and significant difficulties with anixety and attention.