EDSP 363
INDIVIDUALIZED E P A TDUCATION ROGRAM SSIGNMENT EMPLATE
Task 1: Present Levels of Academic Achievement and Functional Performance (PLAAF)
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Statement
Based on the case study information, develop three paragraphs clearly identifying:
(a) What the student “can do”
(b) What the student “cannot do”
(c) What the student “needs to do” to make progress in the school setting
(a) What the student "can do":
Jill exhibits proficiency in employing concise expressions, exemplified by her
utilization of brief phrases like "Jill, yes" and "Hi, Jill." Nonetheless, she tends to eschew the
utilization of more intricate vocabulary. Within the classroom context, Jill actively participates
in academic endeavors, predominantly adhering to a modified curriculum designed to
correspond with kindergarten-level academic achievement. In social interactions with her
peers, Jill demonstrates the ability to engage in parallel exchanges, occasionally offering
greetings and employing their names; however, her involvement in recreational activities is
infrequent. She derives pleasure from outdoor pursuits, particularly favoring swinging, and
exhibits a fondness for vibrant hues and lustrous objects. Furthermore, Jill upholds a sense of
order and consistency in her surroundings, meticulously maintaining the organization of her
desk.
(b) What the student "cannot do":
Jill encounters difficulties in adjusting to changes in her daily schedule and
surroundings. She becomes easily upset when there are unexpected disruptions like fire drills
or unexpected visitors. At the school cafeteria, she shows signs of distress, including rocking
back and forth, humming, and saying "No, no Jill" when asked to get ready for lunch. Her
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EDSP 363
reactions become even more intense when she's inside the cafeteria, sometimes resulting in
physical conflicts with other students. Additionally, Jill has trouble dealing with sensory
overload, especially when exposed to loud noises like clapping in church or the trumpet in a
music class. These sensitivities often lead to self-harming behaviors, such as hitting herself
and withdrawing further.
(c) What the student "needs to do" to make progress in the school setting:
To facilitate Jill's academic progress effectively, it is imperative to establish a
comprehensive intervention plan that addresses her sensory sensitivities and aversions to
changes in routine. This plan should incorporate strategies such as sensory accommodations,
peer interaction improvement through social skills training, and proactive measures to mitigate
self-injurious behaviors during distressing circumstances. Furthermore, the creation of a
structured and predictable environment with minimal disruptions is pivotal in fostering Jill's
comfort and security, thereby enhancing her participation in educational and social activities.
Consistent communication and collaboration between school personnel and Jill's parents play a
critical role in ensuring her success and overall well-being within the school environment.
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EDSP 363
Task 2 Annual Goals and Short Term Objectives:
Goals & Objectives
For each goal each objective, include:and
(a) The condition under which the behavior will be performed
(b) The student’s name
(c) The specific observable behavior to be performed
(d) The criterion to which the level of performance at the goal will be achieved
(e) The timeframe for achievement
Annual Goal 1: By August 13, 2024, Jill will demonstrate the ability to adapt to changes
in her established routine with increased flexibility and minimal resistance as evidenced
by her willingness to accept and participate in new routines or adjustments in 8 out of 10
instances over the next school year.
Short Term Objective 1: Jill will display improved self-control in response to schedule
changes. Jill will manage these changes without disruptions or exhibiting behavior (e.g.,
crying, screaming, rocking, or self-harm) in 7 out of 10 instances over a 9-week period.
Short Term Objective 2: Jill will display flexibility in executing a task by willingly
adopting different approaches when completing assignments or activities in 8 out of 10
instances over a 9-week period.
Short Term Objective 3: Jill will display improved self-control and appropriate
responses when redirected in an academic or social situation in at least 9 out of 10
instances over a 9-week period.
Annual Goal 1: By August 13, 2024, Jill will enhance overall well-being and classroom
participation. This will include sensory accommodations, peer interaction improvements
through social skills learning, and using proactive measures to manage and reduce self-
injurious behaviors during distressing instances.
Short Term Objective 1: Jill will exhibit progress in seeking teacher assistance when
facing challenges in peer interactions. Jill will independently and consistently request
teacher support in situations in at least 8 out of 10 instances in a 9-week period.
Short Term Objective 2: Jill will effectively utilize sensory accommodations to regulate
her sensory experiences in the classroom environment. She will independently request
sensory items when needed in at least 8 out of 10 instances in a 9-week period.
Short Term Objective 3: Jill will use proactive measures to manage and reduce self-
injurious behaviors. She will demonstrate an understanding of coping strategies and,
when faces with distress, choose these alternatives over self-injurious behaviors in at
least 9 out of 10 instances in a 9-week period.
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