PROGRESS REPORT

Student Name: L.H.

30th, 2015

Date of Report: January

Update:
L.H. was accepted in the Early Childhood group at the Conductive Learning Center from January 6 th- January 30th, 2015;
however, she was only able to participate in the program from January 6th- January 23rd, 2015 due to illness and left the group
a week early.
The group met five days a week from Monday through Friday from 9:00 a.m. 2:00 p.m.
The group size was 3-5 students.
The thematic content as basis for motivation and cognitive stimulation was based on the thematic unit Boxes, Boxes, Boxes
This topic was explored through the disciplines of basic language arts, math, science, social studies, and fine arts skills.
The staff support throughout his participation was 2-3 conductor-teachers as well as interactions with Aquinas College
students studying to be teachers of children with Physical or Other health Impairments.
Goal Areas:
PARTICIPATION AND SOCIAL SKILLS
Present level of performance at readmission: L.H. was happy to return to the CLC and easily adapted back to the group
routine. She was happy and eager to participate throughout the entire daily routine; however, L.H. had a shorter attention
span and showed less willingness to intend and accomplish physical activities.
Targeted skills:
Description
Level of
Criteria
Date
Pictu
Next Goal

assistance

for
performan
ce
20%
70%

Accomplis
hed
01/09/2015
01/23/2015

Actively participate throughout the five

hour program when given physical
help to complete tasks

Verbal help

Divide attention to complete physical

tasks combined with simple
vocalizations e.g. mmm- while
turning knee out ,ahh while turning
knee in
Maintain eye contact with teacher or
peer when answering questions

Consistent verbal
help
Verbal help

10%
50%

01/09/2015
01/23/2015

Verbal help

50%
80%
50%

01/09/2015
01/23/2015
01/23/2015

Independently

re
Increase stamina to
actively participate with
less physical help to
complete task
Continue to develop self
motivation to verbalize
the task with less
consistent reminders
Engage more actively
with teacher or peer by
asking a question or
making a comment while
maintaining eye contact
Decrease reaction time
following verbal prompt

Maintain attention as working on

Consistent verbal
20%
01/09/2015
challenging tasks without direct adult
help
50%
01/23/2015
supervision
Verbal help
Comment: During the first week of the session, L.H. was happy to return and participate in various activities within the group
setting; however, L.H. had a challenging time maintaining her attention to physically complete various activities throughout
the daily routine. As the weeks progressed, her stamina increased and she became more alert and active by showing more
motivation and willingness to complete increasingly challenging tasks.
Advice for home/Community generalization:
Help L.H. to develop her problem solving skills by asking her to think about the options or ways she can
overcome challenges in various situations. For example, ask L.H. some ways she can move on the floor to
retrieve a toy on the other side of the room by herself, helping her to create a mental plan of how to get there,
and providing her with occasional physical help as needed.
Create a plan to keep L.H. involved in any type of extra activity that is physically active in order to further
develop her physical stamina. For example, when transferring from one activity to another, ask her to roll or
push herself backwards to actively engage in physical tasks for longer durations.
MOBILITY - lying
Present level of performance at readmission: When lying, L.H.s arms were consistently flexing and she showed less
initiation to grasp a support and keep her holding to help maintain a symmetrical position. L.H. needed arm braces when lying
in supine to keep her arms down by her side. L.H. was unable to stretch her legs in lying without the support of leg braces.
Targeted skills:

Description

Lift head and shoulders up by pushing

up on forearms in prone

Keep trunk in midline by maintaining

holding on bar with one hand while
moving opposite hand to various
directions in prone

Level of
assistance
Moderate physical
help
Minimal physical
help
Moderate physical
help
Minimal physical
help

Criteria
for
performan
ce
70%
100%
60%

Date
Accomplis
hed
01/09/2015
01/23/2015
01/23/2015

50%
80%
50%

01/09/2015
01/23/2015
01/23/2015

Maintain symmetric lying position with

straight and parallel legs while holding
fixed rings at side
-

with leg braces

rings by knees without leg

braces

Keep both arms stretched in order to

keep trunk in the midline as
completing parallel arm movements
while lying in supine e.g. lifting a rope
up and down
Purposefully stretch leg out to a given
target when lying in supine e.g. kicking
a paper brick down

Minimal physical
help
Minimal physical
help
Verbal Help
Moderate physical
help

Minimal physical
help
Verbal help

Pictu
re

Next Goal

Turn head to various

directions while keeping
head and shoulders
lifted by pushing up on
forearms
Maintain grasp on bar to
keep holding with less
physical help
Keep legs stable while
completing gross motor
movements with upper
extremities

70%
100%

01/09/2015
01/16/2015

70%
30-60 sec

01/23/2015
01/23/2015

30%
80%

01/09/2015
01/23/2015

Show initiation to
stretch both arms in a
parallel motion with less
physical help

30%
100%
40%

01/09/2015
01/23/2015
01/23/2015

Maintain visual attention

to purposefully stretch
leg out to a given target
with fewer verbal
reminders

Advice for home/Community generalization:

When lying on her stomach, encourage L.H. to lift her head by pushing up on her forearms and develop her neck
control by placing a stimulus in front of her for extended periods of time e.g. toy, iPad, etc.

Provide feedback regarding L.H.s symmetric body position when lying on her stomach reminding her to keep her trunk
in the midline when reaching for objects with one hand. For example, stretch arm to different directions to reach for
toys
Create playful situations and encourage L.H. to actively stretch her legs out when lying on her back by targeting
different objects to kick over e.g. ball, block, toy, etc.

MOBILITY standing/walking
Present level of performance at readmission: In all standing and walking situations, L.H. was in a significantly increased
crouched position with her knees bent and legs turning out from her hips. She required maximal physical help from two people
to stand up, maintain her standing, or take steps with her walker in a fully upright position.
Targeted skills:
Description
Level of
Criteria
Date
Pictu
Next Goal
assistance
for
Accomplis
re
performan
hed
ce
Show initiation to stretch legs out
Continue to participate
when standing up from various
to stretch legs out to
positions
actively stand up with
Maximal physical
70%
01/09/2015
less physical help
- crouching position on floor
help
90%
01/23/2015
Moderate physical
help
-

sitting at a bench holding fixed

front support

Keep trunk and hips in the midline

when standing in leg braces using both
hands to hold two fixed bars in front of
self with a wide grasp when wearing
arm braces
Maintain upright standing position
when standing holding various front
supports e.g. plinth, walker

Moderate physical
help
Moderate physical
help
Minimal physical
help

50%

01/23/2015

50%
80%

01/09/2015
01/23/2015

1-3 seconds
2-4 minutes

01/09/2015
01/23/2015

5-10
seconds

01/23/2015

Continue to develop
trunk and hip control
when standing and
shifting weight from side
to side
Actively stretch legs to
decrease physical help
when standing holding

wearing leg braces

Maximal physical
help

50%
70%
50%

01/09/2015
01/23/2015
01/23/2015

40%
80%
20%

01/09/2015
01/23/2015
01/23/2015

1-3 steps
5-10 steps

01/09/2015
01/23/2015

various front supports

Moderate physical
help
-

without leg braces

Maximal physical
help

Keep head and trunk upright when

walking holding onto Kaye walker with
both hands while given maximal
physical help at legs

Moderate physical
help
Consistent verbal
help

Decrease verbal
prompting and increase
duration to keep head up
when standing and
walking
Keep supporting leg
straight with less
physical help

Stretch leg out after initiating to take a Maximal physical

70%
01/09/2015
step with physical help to keep
help of two people
supporting leg straight and stable
while holding onto front bar of Kaye
Maximal physical
80%
01/23/2015
walker for support
help
Comment: Throughout her participation L.H. was transferring a distance of about 15-20 feet in/out of the bathroom one to
two times by walking using various supports. Her speed, endurance, and activity level showed slow but steady progress
throughout her three week participation.
Advice for home/Community generalization:
Continue to create habits which encourage L.H. to actively stretch her legs out when given help to stand up from
various positions. For example, when standing up from a sitting position, or moving from crouching to standing from
the floor after playing with her brothers and sisters.
Build time into L.H.s daily routine to stand both with and without leg braces on. When she is standing with the leg
braces, encourage her to focus on keeping her hips and trunk in the middle. Also, continue to remind her to lift her
head up when practicing standing. For example, place an iPad or toy at a level where she needs to lift her head to see
it.
SELF-CARE
Present level of performance at readmission: L.H.s mother reported that L.H. was consistently using a training potty and
was able to stay dry between uses; however, her mother noted that it had been difficult to find a way for L.H. to sit on the

regular toilet in order to void. Upon return to the program, her mother stated that it was also challenging to get L.H. to
consistently take part in eating orally at home and that she was eating less than she was at the end of her last participation.
On the first days of participation, L.H. was only willing to take 5-10 bites of pudding or yogurt, and 2-4oz. of thickened juice or
water from an open cup.
Targeted skills:
Description

Maintain eye contact and grasp on

sock in order to pull it off in a
supported sitting position
Coordinate movements to close lips
and swallow pureed foods e.g. yogurt,
pudding

Level of
assistance
Minimal physical
help

Criteria
for
performan
ce
30%
70%

Date
Accomplis
hed

Pictu
re

Next Goal

01/09/2015
01/23/2015

Maintain grasp on Velcro

to open/ close strap of
AFO
Consistent verbal
30%
01/09/2015
Coordinate movements
help
80%
01/23/2015
to close lips and chew
Verbal help
food before swallowing
e.g. berries
Show willingness to eat larger
Minimal physical
2 oz./day
01/09/2015
Consistently bring spoon
quantities of pureed foods using a
help
7-8 oz./day
01/23/2015
to mouth throughout
spoon
meal time
Maintain balance when sitting on adult Occasional
80%
01/09/2015
Show initiation to
sized toilet with seat reducer and
physical help
100%
01/16/2015
correct body position as
holding an external support e.g. front
Supervision
needed when
bar of Kaye walker
maintaining sitting on
adult sized toilet
st
Divide attention to keep self dry when
Verbal help
20%
1 week
Continue to keep self dry
working on increasingly challenging
60%
2nd week
for longer durations
tasks in various situations
100%
3rd week
between toileting times
Comment: L.H.s mother reported that it was a goal of the families to see L.H. learn to use the regular toilet. L.H. learned to
keep her balance independently when sitting on the regular toilet within the first few days of the session; however, it was
challenging for her to relax enough to fully void causing accidents between toileting times. As weeks progressed, she became
more comfortable when sitting on the regular toilet and was able to void more fully leading to longer durations between
toileting times. Throughout the session, L.H. showed steady progress to eat larger amounts of pureed food orally at the table.
She was motivated to take bites with her peers and found pleasure in and was able to stay more relaxed when listening to
music during eating times; helping her to swallow with less stress/effort.
Advice for home/Community generalization:
Continue to encourage L.H. to eat during meal times with the family. Create a relaxed and playful environment to
encourage her to eat more of her food. For example, see if L.H. can be a part of the clean plate club one meal a day, or

designate a family member to be L.H.s eating partner at meal times, when one person takes a bite the partner should
try as well.
Have L.H. sit on the regular toilet with a seat reducer on it by holding the front of her Kaye walker for support, and
provide her with a box under her feet so that she is able to maintain a stable and relaxed position on the toilet.
Continue to have her try to go first thing in the morning, when getting home from school, after dinner, and before bed
whenever possible to encourage L.H. to fully void and go longer durations between toileting times.