Name: STUDENT ________ – IEP Matrix 2010 - 2011 school year

Agreed upon strategies to increase independence in ALL areas include:

1. Use visual schedule consistently and frequently to show expectation and upcoming preferred activity(s)
2. DECREASE PROMPT DEPENDENCY. Begin by moving from direct verbal prompts to indirect verbal prompts with gestures,
then to gestures only. Constantly think about how and when to fade prompts.
3. Increase number of individuals that STUDENT must respond to (classroom teacher and peers.)
4. Move known skills across environments, and at increased distance from adult(s) giving instructions.
GOAL: Short Term Measurable Objectives Materials/Supports Strategies (Adaptations/Modifications) Person(s) Assessment:
Responsible Week of ________
Location
STUDENT In 4 out of 5 observable opportunities, Check Mon - Fri
will increase STUDENT will: Place  if met,  if
not
socialization,
play and peer 1. Initiate greetings with 3-4 peers (start  STUDENT to walk to each peer, stand beside peer, Who: EA,
Greet peers
with peers at his table group) when he look at each peer and say, “Hi”. Eliminate direct teacher, Sp
interaction     
arrives in the morning. verbal prompt! Use indirect verbal prompt, “What pathologist
do you say?” with gestural prompt.
2. Match photos, point to photos and state Where:
names of peers at his table group (table  Photos (doubles for matching, plus 1 extra to put Classroom, gym State names at table
top session) 1x each day. on each peers desk) top
When: 2-3     
times each day
3. Walk to each peer with their photo
 At desk group, prompt STUDENT, “Look at
match to desk photo and say, “Hi” 1x
friends, what are they doing?” to get STUDENT to Walk to desk…
each day.
get a pencil, take out a book, get his snack, etc.     
4. Imitate physical behaviours of peers at  Prompt, “What is ___ doing?” Ask peer to repeat Imitate
table group 2x each day: action.     
– pick up pencil, take out journal, sit at desk

5. Ask a peer and a teacher for a single  Set up situation – give peer item, and prompt to
STUDENT to ask for item. Perform in close Ask peer for item
item 3x each day.
proximity, then move to distance of entire room or     
gym. Ask adult for item
    
6. Ask peers to share preferred items 2x  Set up situation for peer to have desired items
each day. “(Can) I have ___?” with (magnets, snack, etc.) Prompt STUDENT to a
hand open, palm up. simple sentence to request items – “(Can) I have
_____.” Peer to give 1 magnet and wait for him to Share
ask for more. Repeat…     
IEP – School and home goals and objectives combined with Verbal Behaviour Developmental objectives.
Elizabeth.gardner@sd41.bc.ca
IEP – School and home goals and objectives combined with Verbal Behaviour Developmental objectives.
Elizabeth.gardner@sd41.bc.ca
 Name: STUDENT ________
GOAL: Short Term Measurable Objectives Materials/Supports Strategies (Adaptations/Modifications) Person(s) Assessment:
Responsible Week of ________
Location
STUDENT In 4 out of 5 observable opportunities, Check Mon - Fri
will increase STUDENT will: Place  if met,  if
1. Follow 1-2 part oral instructions in the  STUDENT to be able to respond to instructions in close Who: EA, not
expressive Follow instructions
classroom, gym, music room, playground, proximity and at a distance from adult or peer giving teacher, Sp
and receptive 1 part
etc. 3x each day. instruction. When possible use learned vocabulary     
pathologist
language 2 part (spatial concepts, size, texture.) Where:     
classroom, gym,
2. Identify and label location (see below, 2 music room, etc. Identify and Label
items at a time) of self and objects in 4 out  Explicit instruction and practice with cards and objects.
Moving from table top to using objects in the
When: 2-3     
of 5 observed opportunities: times each day
environment. Words working on
In on under beside _______________
 STUDENT to be able to respond to the following in
Behind in front next to close proximity and at a distance from adult or peer _
leading the activity. _______________
“Put the car on the table.” “Where is the car?” (…on the table.) _
“Move the car to under the table.” “Where did you put the car?” (…
under the table.)

3. Spontaneously use 3 word sentences  Prompting cards (see Sp. Pathologist)

(subject and verb) to describe a picture 2
times each day. Requests 3 Word sentences
Requests (each skill 2x each day)     
4. Make eye-contact when asking for a person  Use prompt, “look” …fade as appropriate Who: EA,
for items, actions or information. teacher, Sp Requests
5. Ask others to perform specified actions.  Ask others to “come” with them, “stand up”, “sing” Pathologist Eye-Contact
6. Ask for missing items when only given “open” “push” “help” “show me”. Where:     
some of the items necessary to do an  E.g., juice with no straw, paper with no pencil, Os with classroom, gym, Ask others…
activity. no bowl music room, etc.
    
7. Ask for or reject offered items and activities When: 2 times
Missing items
using words to specify yes or no. daily
8. Spontaneously use 3 word sentences for  Use PECs to support requests.     
requests, 3-4 times each day.  INDIRECT verbal prompting and gestural prompts. Yes, no
When STUDENT does not use a 3 word sentence, stand     
Vocal Imitation – Increase speaking volume (1-2x and wait, point to sentence strip, repeat “What do you Vocal Imitation 3 Word sentences
each day) want?”     
Repeat words: Who: EA
9. Repeat words matching the speed of the
o Faster Where:
presented words.
o Slower Classroom.
10. Repeat words matching the volume of the Vocal Imitation
When: 1-2 times
presented words. o Whisper Speed
each day
11. Repeat words matching the pitch/tone of the o Loud     
presented word. o Typical “in-school” volume Volume
12. Go to a person, repeat a short statement that     
he was told to say to the person. o High pitch
IEP – School and home goals and objectives combined with Verbal Behaviour Developmental objectives.
Elizabeth.gardner@sd41.bc.ca
 o Low pitch Pitch/tone
    
Go to person
    

Name: STUDENT ________

GOAL: Short Term Measurable Objectives Materials/Supports Strategies Person(s) Assessment:
(Adaptations/Modifications) Responsible Week of
Location ________
STUDENT In 4 out of 5 observable opportunities, STUDENT will: Check Mon - Fri
will increase Place  if met, 
1. Fill in blanks regarding fun  STUDENT to fill in last word of simple if not
intraverbal Fill in
skills activities/items/common activities. sentence, phrase, song. Eg. “Let’s sit ____ Who: EA,
(down).” “Time to hang up your _____.” teacher, Sp     
pathologist
2. Provide the name of an animal when given the  Animal pics and objects.
Animal sounds
 PROMPT: A cow says _____. What does a Where:
sounds and vise versa.     
cow say? Classroom

When: 2-3
3. Provide answers to what questions about personal  “What is ______?” Use picture cards at times each day Personal Info
information when asked by different adults and/or first to prompt. Name
peers at table top and within typical classroom     
environment.
Age
Name Age     
Phone number Siblings’ names Phone
Mom and Dad’s name Street name     
Siblings
    
Parents
    
4. Name objects commonly associated with an item  “What goes with toothbrush?”
that you state. See attached for list of  Use picture cards to begin, then move to Associations
associations. verbal response only.     
Items
_______________
_______________

 “You ride in a ____.” You sleep in a

5. Fill in the remaining word in a phrase that names _____.”
the item in a phrase related to the function of an Fill in item
 Use picture cards to begin, then move to
object. verbal response only.     

IEP – School and home goals and objectives combined with Verbal Behaviour Developmental objectives.
Elizabeth.gardner@sd41.bc.ca
  “You use scissors to ____.” You use a
6. Fill in the remaining word in a phrase that names pencil to ____.”
the function of an item.  Use picture cards to begin, then move to Fill in function
verbal response only.
    

IEP – School and home goals and objectives combined with Verbal Behaviour Developmental objectives.
Elizabeth.gardner@sd41.bc.ca
 Name: STUDENT ________
GOAL: Short Term Measurable Objectives Materials/Supports Strategies (Adaptations/Modifications) Person(s) Assessment:
Responsible Week of ________
Location
STUDENT In 4 out of 5 observable opportunities, Check Mon - Fri Place
will increase STUDENT will:  if met,  if not
Sight words
academic
Reading  Using discrete trial format to teach at table top. Who: EA,     
skills
1. Read 20 sight words independently. List words below (combination of dolch words for teacher
reading, and favourite words and functional words) Books
2. Read pre-premier books on topics of
interest. (2-3 words per page, patterned Where:     
books) Word List: Classroom Titles for the week:
________________
When: 2 ________________
times each
day
3. Read known pre-primer books with a  Keep a log of all books read. Send home books to Read with peer
peer during reading/sharing time 1x read with parents once he is able to read a story
each day.     
independently.
Writing
1. Print 20 sight words on lines (not in  Use a journal that same as classmates
boxes).  When able to print words, move to simple Print sight words
A. Copy print from copy on desk sentences. I like _____. I want _____.     
B. Copy print from white board (only ________________
________________
when mastered A.)
 Begin with verbal and visual prompt of sentence. ____________
2. Print 3 word sentences with a verbal Fade visual prompt of sentence after many trials.
prompt only. Prompt “Print 3 things you like.” Print from distance
 I like ____ . I want ____. Prompt “Print 3 things you want.”     

Math
Count to 50
1. Rote count to 50
2. Count objects given to 30.
    
Count objects to 30
3. Count objects from a given set.
    
4. Name numbers to 30. Count objects from set
5. Match numbers with objects to 30.  When given 6 objects and asked “Give me 4.”     
6. Receptively identify and label examples Student will count out blocks.
Name to 30…
of same     
7. Receptively identify and label examples Match to 30
of different.     
Same
    
IEP – School and home goals and objectives combined with Verbal Behaviour Developmental objectives.
Elizabeth.gardner@sd41.bc.ca
 Different
    

IEP – School and home goals and objectives combined with Verbal Behaviour Developmental objectives.
Elizabeth.gardner@sd41.bc.ca