Longitudinal Curriculum Development Plan

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Longitudinal Curriculum Development Program Plan
AP

















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A. Description of the Student

AP is a bubbly young girl who has Autism. Currently, she is eight years old and in
the 2
nd
grade TEACCH classroom at TP Elementary School. One of APs strengths are
her ability to brighten any room shes in with a smile and her animated presence. She can
constantly be seen giggling or grinning and truly emanates happiness. She communicates
through the use of her NovaChat Talker, facial expressions, body language, and
vocalizations. Right now, AP mainly uses her NovaChat for requesting food and drink as
well as simple greetings. During academics, she typically requires rewards in the form of
food to stay motivated and on task.
AP enjoys playing with toys at home and in the classroom during free time. She
has a pillow that she likes to carry around the classroom/school often. This will likely
change in the next couple of years for the sake of age-appropriateness. When AP
vocalizes, it is normally clicks and pops, laughter, yelling, and crying. Her body language
and facial expressions are incomparable. AP has her own special way of using
vocalizations (usually in the form of high pitched squeals) to communicate to others
when she is excited, sees a person she likes, and is just having a great time.
A short list of things AP enjoys are apples, water, her pillow, and playing with
small objects the most. While playing with small objects, she enjoys putting her hand
through them (seeing if it is possible.) At the moment, nothing seems to motivate her
besides food, but even food is disregarded after a while. Her teachers main priorities are
to find something that AP is motivated by and to increase use of her NovaChat for other
requests besides food and drink.
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APs family consists of her mother, father, and younger sister. Her younger sister
also attends TP elementary school at the moment. While at home, the two enjoy playing
together both inside and outside. As a family, they are very involved and plan fun
activities to engage in often (such as going to a movie or a basketball game.) APs
extended family is also very close to them, as most of them live in the same/nearby
towns. They frequently have parties for birthdays, wedding showers, and other
celebrations that APs family goes to.
B. Description of Current Residence and Other Environments

AP currently resides in an apartment with her parents and younger sister. The
apartment has two full bathrooms, kitchen, two bedrooms, family room, living room, and
a porch. APs parents have described their neighbors as friendly, however they do not
have any kind of relationship with them. The apartment complex has a front yard large
enough to play catch and play in. In the summertime, AP and her younger sister enjoy
going in the blow-up kiddie pool they set up on the back porch.
The bathroom contains one faucet sink, a toilet, and a tub with no detachable
showerhead. AP can turn the knobs for water in faucet (when washing her hands), but not
the tub. She enjoys taking baths, but requires assistance with shampooing and cleaning
herself thoroughly. She also brushes her teeth in the bathroom, which is a skill her
parents have been trying to strengthen.
The kitchen has a 4 top stove with oven, refrigerator, counter space, drawers
beneath the counter for utensils. The cabinets, which contain plates and other dishes, are
too high for AP to reach. However, in the kitchen AP can independently locate silverware
for meals. Her mother has mentioned that one of their concerns is APs inability to
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decipher when food is ready to eat. If a plate of steaming hot food were set in front of
her, AP wouldnt hesitate to start eating. For this reason, APs parents have to be cautious
about the food they place in front of her and make available to her in the fridge.
AP shares her bedroom with her younger sister, whom is 4 years old. The beds are
both set up on the same wall. There are two tall dressers (one for each child), a TV, toy
box, library shelf, closet, and a kitchen set. Her parents have mentioned that AP enjoys
playing with toys in her room, however she frequently forgets to put them back in the box
after playing.
In APs parents room, there is a desk, stereo system, TV, bed and a closet.
Attached to this bedroom is another full bathroom, identical to the other one. AP does not
spend much time in these areas. Her parents have said that she likes to pick things up and
move/hide them, or also tear things apart. This can obviously present a problem if she
gets a hold of important papers in the desk.
The family room has a two-cushion couch, three-cushion couch, TV, and a large
glass table in the middle of the floor. AP enjoys watching Disney channel shows in the
family room. Their porch is rectangular with a grill, two chairs, and toddler big wheel. As
mentioned earlier, the kids use the blowup pool in the summer for playing in.
Currently, AP is in the districts TEACCH classroom for elementary students,
where she receives one-on-one instruction for the majority of the day. The TEACCH
approach integrates evidence-based practices for Autism with an emphasis on the
individual and their needs/skill sets in order to create the most conducive learning
experience possible. TEACCH is unique in that it is family-centered, so it puts the
educational thoughts/opinions/preferences of the childs parents or guardians at the
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forefront. The program also developed an intervention approach called Structured
TEACCHing in which educators aim to learn specific characteristics about individuals
with Autism to provide a more meaningful learning experience for each student. Visual
supports are used during instruction frequently to encourage independence and meaning
across subjects.
AP goes to specials (such as music, art, P.E.), lunch, and recess with her second
grade peers every day. The skills AP is currently working towards are identifying various
animals, letters, numbers, and body parts. Additional skills not relating to academics that
are being targeted are toilet training and calming down quickly. AP wears pull-ups and
engages in partial participation while in the bathroom. She has a tendency to escalate
quickly, taking the form of yelling and flapping her hands chaotically, so learning to self-
regulate and calm down is something she is working to control.
In the community, AP frequently goes to the YMCA, parks nearby, movie
theaters, restaurants, and grocery stores with her family. She participates in different kid
activities at the Y and highly enjoys going there. At nearby parks, AP likes to play on
the playground and run around. Sometimes, APs family goes to movies however this can
be difficult at times due to APs loudness/stimming. Restaurants they frequently attend
are Rosatis and Mcdonalds. While at the grocery store with her mom, AP walks with her
down the aisles.
C. Description of the Students Future Environment

APs parents have expressed that theyd like for her to live with them for as long
as possible. They mentioned that they will never put her in a group home. Students who
are eligible for Special Education services can attend school until they age out, which
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occurs the day before their 21
st
birthday. APs parents stated that this is likely going to be
her path. It can be assumed that AP will be living at home upon graduating high school,
due to her parents disliking in group homes.
As for her future schooling environment, AP will attend UMS, where she will
continue learning in the TEACCH setting. In an interview with APs future teacher, she
identified toilet training as a high priority for her students. When asked which activities
her students frequently take part in, she said they engage in cooking, playing games (such
as UNO), going outside on the swing, blowing bubbles, playing games on the Wii
system, and playing games on the computer and iPad. Within APs current setting, there
is a small room inside of the classroom that has items such as weighted blankets, dim
lighting, and toys. Her future teacher said that they also have a sensory room that students
frequently use.
Both APs parents and her future teacher expressed involvement in the
community as a high priority. Some of the field trips the teacher said they go on are out
to eat at restaurants, shopping, March Madness basketball trip, and bowling. APs parents
have shared that she enjoys watching basketball games and that attending a basketball
game is something theyd like to do in the future, so March Madness would be the perfect
trip for her.
Currently, AP receives occupational therapy services. Her future teacher said that
students on her caseload generally do not get OT or PT services, however they are
available. Due to the severity of APs Autism, it is expected that she will continue to
receive services at her future school. Right now, AP is working toward skills such as
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tying her shoes and zippering her coat. By the time she attends UMS, AP will ideally be
focusing on more advanced skills such as basic cooking/snack preparation.
In APs future environment, the school runs off of a bell schedule with periods.
The TEACCH classroom there also follows this schedule. This will be one of the biggest
differences for AP as the school she attends right now does not have bells or periods and
their classroom runs on an individualized schedule depending on student needs.
Additionally, AP utilizes a NovaChat to communicate with other peers and adults. There
are a handful of students in her current setting who also use communication devices and
many teachers in the building are aware of them. In contrast, her future teacher said that
only a few teachers in the building are familiar with communication devices.
D. Completed Yellow Book (attached)
E. Identification of Skills/IEP Objectives
Domestic Skills/Objectives

1. After lunch and in the bathroom, when given the verbal prompt that its time to
brush teeth, AP will squeeze a pea-sized amount of toothpaste onto her
toothbrush, and brush up and down on her front upper and lower teeth as well as
her back molars for 45-60 seconds total with 75% accuracy for 10 consecutive
days.
2. Given the visual prompt of an image of a tissue box, AP will take 1-3 tissues and
blow/wipe her nose when necessary for 6 out of 6 opportunities over the duration
of 3 consecutive weeks.
3. When given the verbal prompt that its time to clean your area and modeling
prompts, AP will grab a Clorox wipe from the cabinet and wash her area with the
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wipe for 20 seconds, leaving no debris, crumbs, or dirt 7 out of 8 opportunities for
10 consecutive school days.
4. When given the verbal prompt, it is warm (cold, rainy, etc. depending on
weather conditions) outside and shown three visual cards containing different
clothing options, AP will select the outfit combination that is most appropriate
with 70% accuracy 4 opportunities per week for 3 consecutive weeks.
5. Following a void in her pull-ups that has bled through to her pants and when
given verbal prompting to change, AP will go to the bathroom to change into
clean pants, discarding the dirty clothing in a plastic bag 5 out of 7 times for 4
consecutive weeks.
6. Immediately following the occurrence of an accident (bowel or urine), AP will
use her NovaChat to tell an adult I need to go to the bathroom 6 out of 7
opportunities for 3 consecutive weeks.
7. When using her NovaChat, AP will correctly select the phrase I need to go to the
bathroom when she needs to void and go to the bathroom with an adult to
actually void, 3 out of 4 opportunities per day for 5 consecutive days.
Leisure Recreation Skills/Objectives

8. When given the verbal prompt that it is her turn while playing the game, LIFE,
AP will spin the wheel within 10 seconds for 80% of her turns in the game for 4
consecutive trials.
9. During a classroom party and when given the visual prompt of an image of a
puzzle, AP will interact with a peer by playing a game/completing a puzzle for 3
minutes during 5/7 opportunities.
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10. When playing a game of catch outside, AP will throw and catch the ball 5 times
successfully, 4/5 trials for 3 consecutive weeks.
11. When outside with an adult, AP will go on a 10 minute walk, staying within one
foot of the adult twice a week for 4 consecutive weeks.
Community Skills/ Objectives

12. When given a visual task analysis for tying shoes (including pictures for each step
of the process), AP will successfully complete 7/8 steps for 7 consecutive trials.
13. During occupational therapy and when given the verbal prompt that its time to
put on and zip your coat, AP will successfully complete both steps 5/7 times for
4 consecutive weeks.
14. When on a class fieldtrip to a restaurant (such as Rosatis), AP will choose her
preferred meal by selecting the appropriate button on her NovaChat device while
ordering food for 3 out of 5 opportunities.
15. When sitting down in the cafeteria during lunchtime and on fieldtrips to a
restaurant, given verbal and modeling prompts, AP will correctly hold and use a
fork with 90% accuracy for 6 out of 8 opportunities.

F. Rationale for Skills Selected for Instruction

Domestic Domain

I developed my domestic objectives for AP based on their skill ranking as well as
what can possibly be achieved within the next year. I also noticed that a lot of the skills
that were ranked higher up in this domain appealed to APs health and safety.
The first two skills I chose were relating to APs personal hygiene: brushing her
teeth thoroughly and blowing her nose when necessary. Both of these skills can be taught
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and practiced at school and home. Currently, AP puts a large glob of toothpaste onto her
toothbrush and brushes the front surface of her front teeth for a brief amount of time
(under 10 seconds.) This could cause health issues such as gingivitis and cavities as AP
grows older, and proper tooth brushing is a skill that she could realistically master within
the next year at school. When AP has mucus running out of her nose, an adult usually
notices and wipes it. Through learning when a tissue is necessary, APs health and
hygiene will improve tremendously.
Toileting was ranked first among all other skill clusters in this domain. I broke
down toileting into two different skills: Identifying and alerting an adult when she has an
accident and identifying/alerting an adult when she needs to go to the bathroom.
Recently, AP had an accident during class and used her NovaChat device to tell a teacher
aide I need to go to the bathroom. While her purposeful intent in pressing this button
was uncertain, it was definitely a gain for her. In looking toward the next year, working
with AP increase this response and identifying when she needs to use the bathroom
would help her tremendously for several reasons. First, she would be building an
awareness of bodily functions that call for the use of a bathroom. This would help for her
overall toilet training goals because she is connecting the activity of voiding with its
correct location (bathroom.) Additionally, understanding that voiding in her pull-ups is
something that calls for urgent attention would help her in social settings. For example,
during various social opportunities (such as P.E.) when shes around same-age peers,
shed reduce the risk of embarrassment by others noticing her accident with the use of
this skill.
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The last cluster of skills I developed IEP objectives for was clothing care/use. AP
currently needs full assistance from her parents when getting changed in the morning.
While it would not be possible to teach her this at home, she could certainly develop the
skill of identifying appropriate clothing choices in the school setting. Also, changing after
an accident is an important skill to target for AP. By changing her pants and pull-up
without full adult assistance, AP will gain independence in personal/clothing care.
Leisure Recreation Domain
Leisure IEP objectives were determined based on their ranking/level of urgency.
Because these objectives were created with the intention for mastery within the next year,
I had to decide which ones were the most appropriate and of high priority by considering
her setting at school, which activities AP prefers, and her current skill sets.
The first skill cluster I chose to target was relating to social interactions with
others. Playing/participating in board games is an interactive activity AP enjoys
frequently while at home with her parents and also at school. Her parents have mentioned
that one game she likes playing is LIFE. During free time at school, AP can choose to
play board games with other students/teacher assistants. From what her parents have said,
AP does not take an active role in actually playing board games. Rather, she enjoys
watching and spinning the wheel for other players. I felt like within the next year, AP
could learn to take an active role in playing a board game, with the help of adults.
Within the same skill cluster, I felt like APs social interactions during school
parties (or even free time) were of importance based on their number 1 ranking. To help
facilitate growth in these activities, I decided to create an IEP goal where she participates
in a game/activity with another peer for at least 3 minutes. AP typically prefers to engage
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in solo play, however she has been observed playing with peers before. For these reasons,
I feel as if the objective is attainable within the next year, and also a necessity in APs
social growth/maturity.
Additionally, I chose to target going on walks and playing catch, which would be
classified under the fitness/sports skill cluster. APs parents said that she enjoys being
outside and playing. AP goes on walks about 3 times per week currently, depending on
the weather. An adult always accompanies her because she tends to stray away and
randomly walk in the opposite direction. I think integrating walks into her school
activities would be conducive to her overall fitness. AP also enjoys playing catch outside
with her dad. She has trouble catching and holding onto the ball, and this is something
she could certainly improve on while at school (during recess), which is why I included it
in her objectives.
Community Domain

Just as with previous domains, it was clear which skills needed to be targeted for
AP upon completing the weighting system within the excel documents. For majority of
the IEP objectives in this category, health and safety seemed to be the leading factor. I
created an objective for tying her shoes because this was a skill that both her parents and
future teacher selected as a high priority. Without the knowledge of how to perform this
skill, it could present a safety concern. If AP were to wear shoes with laces and they
became loose, she could trip and fall. Also in the same skill cluster of clothing
safety/health, AP should work on zippering her coat. She needs this skill because when
its chilly out, not being able to zipper up her coat could cause frostbite or a cold.
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I also chose to focus on the skill cluster of behaviors at a restaurant. Selecting and
ordering items at a restaurant is a skill she should learn because her parents mentioned
they frequently go out to eat and I know they go on field trips to food places for school.
More specifically, the skill of choosing a preferred meal option and communicating that
option with the use of her NovaChat was a skill that I felt was important and realistic in
its expectations for her to achieve within the next year. AP currently enjoys using her
NovaChat to notify parents or staff members when shed like food or drinks. She knows
several different options on her NovaChat such as crackers, cookies, water, chips, fruit,
and more. Because AP seems to be highly motivated by the prospect of food, I felt that
this skill would be more easily attainable for her. It would not only increase her
independence while ordering food in the community, but also across other domains such
as at school (in the cafeteria) and at home.
Also within this skill cluster, holding and using a fork appropriately is a target
skill for AP as she has trouble with this currently. At home, her parents have said that she
does not recognize a specific correct way of using a fork, and simply stabs food until it
sticks onto the fork. Learning to properly hold it will improve her manners and behavior
when she is eating in public and at home.