Harry Olenick

Case Study

Individual Intervention Plan

Social and Communication Skills
(Identifying information has been changed to protect confidentiality)

Name: LB
Birthdate: October 3, 2012
Chronological Age: 3 years 6 months 25 days
School District of Residence: Hancock County Schools
Parents Names: Fred and Daphne
Address: 7777 Home Street Weirton, WV 26062

General/Background Information:
LB is a tall, thin boy with blond hair. He is highly energetic and often runs, jumps, dances, spins,
hops, and has trouble staying in his seat during mealtimes and structured activities. LB
constantly chooses the Ninja Training video produced by the GoNoodle website. He pretends
to be a Ninja while he karate chops, kicks, spins, and runs.

LB does not have normally developing speech patterns or communication. He does verbalize
words and phrases but his speech is often difficult to understand and distinguish. Sometimes, LB
makes various sounds to attain ones attention, request objects, make a statement, or answer a
question. LB does not hold conversations. LB also exhibits various forms of echolalia in which
he repeats words, phrases, and sounds that he hears from an adult or peer. Most often, LB
exhibits immediate echolalia in which he immediately repeats what is heard; however, LB
occasionally demonstrates delayed echolalia or imitation in which the speech or action is
repeated at a significantly later time from when it originally occurred. LB utilizes a Picture
Exchange Communication System.

LB is social with adults; he constantly seeks adult attention and approval. He pulls adults by the
hand to different activities and toys to show his interests or request objects. LB prefers to play
with adults rather than his peers. He waves, says hello, hugs, high-fives, or gives thumbs up to
any adult he sees in the room and school hallway.
On the other hand, LB is not social with his peers. He waves and says hello to students he sees in
the hallway but ignores his classmates. He does not play, greet, or share toys with his peers. On
the playground and within the classroom, LB often pushes, punches, takes others turns, and
knocks over, throws, or takes away toys. Thus, LB often participates in solitary or parallel play
in which he does not interact with peers.
During free play, LB engages in close-ended and open-ended functional play. He gravitates
toward blocks, Legos, puzzles, magnetic linking rods and balls, musical instruments, and cars.
LB builds and stacks blocks and magnetic rods in order to see how tall he can make it; he often
pulls adults over to hold the project and place pieces in areas beyond his reach. Occasionally, LB
will play creatively and imaginatively; he will pretend that the block structure is a car or that the
magnetic rods and balls are a microphone. On the playground, LB chooses the slide, ladybug
rocker, and turning wheels.
LB becomes upset when he is instructed to go to an activity table or non-free play area. His face
quickly becomes red. LB cries, throws himself on the floor, kicks, twists, pushes, and punches.
He is given the choice of the green chair (a symbol of time out and discipline) or the calming box
in which he can relax and recollect himself. LB does not choose arts and crafts on his own.
When free play ends and the clean up song plays, LB does not always respond or move to put
his toys away; he continues to play. The educators often need to prompt him to put away his toys
and transition to the next activity.

LB needs assistance within the bathroom and during mealtime. A majority of the time he tells an
adult when he needs to use the restroom. He enters the bathroom, takes of his pants, and goes
while unsupervised. LB needs assistance after using the toilet and washing his hands. During
mealtime, LB needs help opening his food containers. LB can feed himself but needs prompts
and reminders to use his utensils and take small bites.

After administering and reviewing a preference assessment, LB favored small cars, a maraca
(rattle), and small Oreo cookies. LB also enjoys being tickled.

Description of the Instructional Environment:

LB attends Weirton Elementary School in Weirton, WV. He is currently enrolled in a self-
contained preschool classroom led by one teacher and assisted by two aides. There are a total of
four students within the class. The class is surrounded by other pre-school classrooms and is
located at the end of a hallway.

Each area of the class is clearly marked and separated. The classroom contains specific areas
such as the Smart Board, a calming box, teacher work space, free play area (including a house,
train table, kitchen, open floor space, and puzzle area), a reading corner, the students cubbies
(for storing backpacks, jackets, supplies, and lunch), the bathroom, a table work area (for
mealtimes and working on crafts), and a divided, private one-on-one work space.
The classroom utilizes a magnetic picture schedule through which the days activities and events
are outlined. This board is on eye-level with the students so that they may refer to the schedule
throughout the day.
The students are not required to use the typical boys and girls restrooms shared by the other
grades; their classroom includes a private bathroom equipped with appropriate materials such as
stepping stools for the children to use. The bathroom also displays a task analysis on the wall;
these laminated pictures remind the students of the process of taking off pants, using the
bathroom, putting pants back on, and the steps involved in washing ones hands. Task analysis
prompts can be found elsewhere in the classroom.

In addition to the above-mentioned magnetic picture schedule, the classroom utilizes a Picture
Exchange Communication (PEC) system. Communication boards with Velcro and laminated
pictures are available throughout the room. Students use these boards to request information and
objects, make statements, and answer questions.
The curriculum is a modified version of the universal pre-school standards; instruction is tailored
to each individuals needs, accommodations, and interventions. The educator utilizes Applied
Behavior Analysis, Discrete Trial Training, and developmental lessons to meet the standards and
assess the students progress.
Annual Goals

1. Present level of Performance: Basic Communicative Functions: Describes Attributes

ABA Lesson Plan: Colors (Receptive and Expressive)

LB constantly identifies and labels colors; if asked what color an object is, he immediately
provides the answer. In addition, LB independently points to objects and pictures and names all
the colors that he sees. However, these are one-word responses in which he simply names the
color. LB may point or simply say, Green Blue Red. LB does not use the PEC system or
verbalized speech to form complete sentences such as It is blue or The ball is yellow.

Annual Goal: By the end of the 2016-17 school year with the use of the prompt hierarchy from
most to least intrusive, LB will identify and label colors by speaking in complete sentences with
no more than two verbal prompts with adults.

Recommended evidence-based activity:

Materials: Colored paper and colored objects

Procedure:
The educator will take LB for one-on-one direct instruction at a table away from other students
and toys in a self-contained pre-k classroom. The educator will sit across from LB, place a
variety of colored materials and objects on the table, and say, Point to_____ (name of a color).
This will continue for many trials in order to make LB comfortable and familiarize him with the
setting and materials. Prompts from the most intrusive (modeling) to the least intrusive (first
prompt/independently) and reinforcements for correct responses will be administered and faded
as necessary and appropriate.
For the second part of the activity, the educator will take one of the objects and ask, What color
is this? For the first few trials, LB will be allowed to give one-word answers. Then the educator
will explicitly instruct LB to form a sentence using PECS. For example, LB will use the pictures
to form, It is purple. LB must then say the sentence aloud. This will be continued for numerous
trials. Ultimately, PECS will be removed; LB must still provide the answer in sentence format.
Like the first part of this less, prompts will range from most to least intrusive. Reinforcements
for correct responses will continue to be administered and faded as necessary and appropriate.
Measurement of progress to the goal: 8 out of 10 trials per day
The educator will record LBs responses on a chart; he will mark each time LB correctly
identifies or labels a color and whether LB pointed, used single word answers, used PECS, or
verbalized his response without additional resources. This activity will be repeated three times a
week for six weeks. As the lesson is repeated, LB will start with using PECS to formulate his
answer. Ultimately, LB will be prompted to verbalize without PECS. After six weeks, LB will be
assessed to determine progress. For one week, the educator will assess how many times LB
identifies and labels colors via verbalized simple sentences without the use of PECS given ten
trials per day.
Moreover, the educator will maintain anecdotal records in which he reports LBs ability to
generalize identifying and labeling colors through verbalization outside of the one-on-one
setting. The educator will prompt LB to verbally identify and label colors in novel contexts. The
educator will also note independent, spontaneous instances in which LB creates simple sentences
through which he identifies and labels colors.

2. Present Level of Performance: Basic Communicative Functions: Describes Attributes

ABA Lesson Plan: Shapes (Receptive and Expressive).

Similar to the above annual goal in which LB identifies and labels colors, LB constantly points
out shapes. If asked what shape an object is, he immediately provides the answer. In addition, LB
independently points to objects and pictures and names all the shapes that he sees. However, LB
focuses more on identifying and labeling colors than he does shapes; he is more apt to name all
the colors he sees before he names shapes. Moreover, as with colors, LB provides one-word
responses in which he simply names the shapes. LB may point or simply say, Circle Square
or Triangle. LB does not use the PEC system or verbalized speech to form complete sentences
such as It is a circle or The block is square.

Annual Goal: By the end of the 2016-17 school year with the use of the prompt hierarchy from
most to least intrusive, LB will identify and label shapes by speaking in complete sentences with
no more than two verbal prompts with adults.

Recommended activity:
Materials: Various shapes such as circles, squares, triangles, rectangles, diamonds, ovals, stars,
and hearts.

Procedure: note- this activity is identical to the colors activity outlined above. Both activities can
be combined and completed in the same session.

The educator will take LB for one-on-one direct instruction at a table away from other students
and toys in a self-contained pre-k classroom. The educator will sit across from LB, place a
variety of shapes on the table, and say, Point to_____ (name of a shape). This will continue for
many trials in order to make LB comfortable and familiarize him with the setting and materials.
Prompts from the most intrusive (modeling) to the least intrusive (first prompt/independently)
and reinforcements for correct responses will be administered and faded as necessary and
appropriate.
For the second part of the activity, the educator will take one of the objects and ask, What shape
is this? For the first few trials, LB will be allowed to give one-word answers. Then the educator
will explicitly instruct LB to form a sentence using PECS. For example, LB will use the pictures
to form, It is a circle. LB must then say the sentence aloud. This will be continued for
numerous trials. Ultimately, PECS will be removed; LB must still provide the answer in sentence
format. Like the first part of this less, prompts will range from most to least intrusive.
Reinforcements for correct responses will continue to be administered and faded as necessary
and appropriate.
Measurement of progress to the goal: 8 out of 10 trials per day
As with the colors activity, the educator will record LBs responses on a chart; he will mark each
time LB correctly identifies or labels a shape and whether LB pointed, used single word answers,
used PECS, or verbalized his response without additional resources. This activity will be
repeated three times a week for six weeks. As the lesson is repeated, LB will eventually start
with using PECS to formulate his answer. Ultimately, LB will be prompted to verbalize without
PECS. After six weeks, LB will be assessed to determine progress. For one week, the educator
will assess how many times LB identifies and labels shapes via verbalized simple sentences
without the use of PECS given ten trials per day.
Moreover, the educator will maintain anecdotal records in which he reports LBs ability to
generalize identifying and labeling shapes in addition to the colors through verbalization outside
of the one-on-one setting. The educator will prompt LB to verbally identify and label shapes in
novel contexts. The educator will also note independent, spontaneous instances in which LB
creates simple sentences through which he identifies and labels shapes.
3. Present level of Performance: Social Skills: Cooperative play with one partner
LB maintains social interaction and some cooperative play with adults. For instance, LB hands
objects and materials to adults while playing with magnetic toys or blocks. He pats ones arm,
speaks, or makes sounds to gain ones attention. He often gestures toward objects or indicates
that he wants one to place a block or magnet where he cannot reach. He also directs ones
attention toward things he constructed in order to show his interests and gain praise.
However, while he constantly seeks adult attention, LB does not play cooperatively with his
peers. He does not share his interests or give blocks or toys to other children his own age. He
plays independently and does not interact with his peers; they tend to play in separate areas with
separate toys. In some instances, LB will knock over, snatch, or throw others toys instead of
sharing or letting them play by themselves.

Annual Goal: By the end of the 2016-17 school year with the use of the prompt hierarchy from
most to least intrusive and visual cues, LB will maintain cooperative play and share materials
with no more than two prompts and one redirection with peers during free play.

Recommended activity:
The educator will set up a puzzle activity at a table. The educator will place two chairs on either
side of the table with two empty puzzle boards in front of one and the puzzle pieces in front of
the other. The educator will prompt LB to choose a partner or provide one for him. The educator
will prompt LB and his partner to take turns in order to complete the puzzle. First, LB will sit in
front of the puzzle pieces and hand them one at a time to his partner until the puzzle is
completed. Then, the children will switch roles; the partner will hand LB the puzzle pieces one at
a time until the puzzle is completed.

Measurement of progress to the goal: 10 minutes per day

Data will be collected through observation and anecdotal records. The educator will keep a
qualitative running record regarding LBs openness, cooperation, sharing, attitude, and behavior
in cooperative play activities with one partner.
This information will also include quantitative data such as the intended duration of the activity,
the occurrence and intervals between bad/challenging behavior, the frequency and amount of
positive social interactions and desired behaviors, and the length of time LB maintains focus
with one partner. In order to monitor this quantitative information, the educator will use a
stopwatch to time how long LB cooperatively plays with a peer without interruption during free
play. This data will be gathered and recorded in a chart over multiple class days. Further, in order
to assess the frequency, amount, and circumstances of challenging behaviors and the desired
positive social interactions and behaviors, the educator will maintain an Antecedent, Behavior,
Consequence (ABC) record. This record should include the duration of the noted behaviors and
the time of day they occurred.
3. Present level of performance: Basic Communicative Functions: Request information with
a yes/no question
If an adult asks a yes/no question, LB is capable of providing an answer. He uses a PEC system,
gestures such as nodding/shaking his head, and verbal responses to indicate a yes or no.
However, LB does not formulate and ask his own yes/no questions. He does not ask questions
such as May I have that toy? or Are we going outside today? Rather, LB points to objects
and pictures, gestures, repeats words (i.e. Playground or Smartboard), or mimics actions to
request information, help, or material.
Annual Goal: By the end of the 2016-17 school year with the use of the prompt hierarchy from
most to least intrusive and visual cues, LB will ask a yes/no question to request information 50%
of the time with/from adults.

Recommended activity:
Part 1
Materials: Toy characters, drawstring bag, accompanying visual supports as appropriate
Procedure:
The educator will take LB for one-on-one direct instruction at a table away from other students
and toys. The educator will place a variety of toys and characters in a paper bag; these items
should incorporate LBs specific interests. The educator will model the desired behavior and
proper response by taking out a familiar character and having another adult ask, Is it ______
(Character name such as Big Bird)? The educator will appropriately respond yes or no. LB
will then be instructed to take a character out of the bag. The educator should wait and watch for
LB to request information. If LB does not respond, the educator should prompt him as
appropriate to ask, Is it ____(character name)? This should be repeated numerous times.
Part 2
Materials: Fun hat for each child, Velcro, various sets of matching and motivating pictures,
accompanying visual supports as appropriate
Procedure:
During circle time, each child wears a hat with a picture attached to it. Each pictures match
should appear on another childs hat. The children take turns removing a picture from their hats
and looking for the match on another peers hat. When they find a match, they must ask their
peer, Can I have the (name of object in picture)? If LB does not respond by asking a yes/no
question, the educator should use appropriate prompts. This should be repeated as many times as
necessary.
The educator may wish to exaggerate the interactions with animation. The educator should also
use appropriate communication mediums such as spoken language and PECS. Finally, prompts
should become less intrusive and fade as appropriate and necessary.
Measurement of progress to the goal: 50% of the time
Data will be collected through observation, anecdotal records, and charts. The educator will
maintain observational and anecdotal records that include LBs interests, chosen communication
mediums, ability to request information, and usage/reaction to yes/no questions. This qualitative
information will be used to design additional specific, personal activities for LB.
A chart will be used to record the frequency and correctness of LBs requests for information
using yes/no questions. In the activity outlined above, the educator will mark a chart for the type
and frequency of administered prompts and each time LB correctly requests information via a
yes/no question. This quantitative information will be used to determine LBs reception and
acquisition of the indicated skill in addition to how frequently he asks yes/no questions.

5. Present level of performance: Group Skills: Raises hand for a turn

LB does take turns. Most of the time, LB sits and waits for his name to be called in order to take
his turn during group activities such as Smart Board time. However, LB often fidgets, turns
around, gets up, and sits on the edge of his seat when it is not his turn. Further, LB occasionally
gets up and completes the task without his name being called, during another childs turn, during
a gap between turns, or if the teachers attention is drawn away. LB also tries to take additional
turns in succession.
LB does not raise his hand to request or indicate his willingness to take a turn.
Annual Goal: By the end of the 2016-17 school year with the use of the prompt hierarchy from
most to least intrusive and visual cues, LB will raise his hand with no more than two prompts
75% of the time during teacher led Smart Board instruction and group activities.

Recommended activity:
Procedure:
The educator will create a visual symbol that states the following rule: Raise your hand to get a
turn. The educator will explicitly teach LB the meaning of the symbol. The educator will wear
the pictograph around his neck during situations that require the rule (i.e. teacher led Smart
Board instruction and group activities). The educator will only call on LB when he raises his
hand. Every time he calls on a child (LB), the educator will praise him for raising his hand while
pointing to the picture around his neck. The educator should ignore any child who calls out
without raising his hand while simultaneously pointing to the pictograph.
If needed, have another adult stand behind LB and prompt him to raise his hand. The educator
will then immediately call on and praise LB while pointing to the pictograph.
LB should sit, listen, and watch other children while they take their turn. LB should sit back
down after his turn in order to let his peers take theirs. LB should be taught that just because he
has his hand in the air he might not be chosen. Other students may raise their hands and be called
on.
Measurement of progress toward the goal: 75% of the time
Data will be collected using observation and anecdotal records. This qualitative data will
elaborate and illustrate LBs ability to pay attention, wait, and take turns during group and
teacher-led activities. This information will be used to design supplemental activities and
interventions to help LB achieve this goal.
In addition, quantitative data will be gathered through a running tally/record. This record will be
completed in conjunction with the observations and anecdotal records. The educator will create a
chart with three columns. The first column indicates that LB did not raise his hand during the
activity. The second indicates that LB took another students turn without permission or
prompting. The third indicates that LB correctly raised his hand and waited to be called on for a
turn. The educator will mark the chart as many times in a given activity as necessary. This record
will be continued over numerous Smart Board activities.
6. Present level of performance: Basic Communicative Functions: Attention (Calls a persons
name)
LB attracts an individuals attention by waving, shouting, saying hey or look, and patting or
tugging on ones arm. At times, LB tries to vocalize a persons name. For instance, one time it
sounded like he tried to say, Hey Harry. However with his speech patterns and current level, it
can be difficult to distinguish his words from mere vocalizations of sounds. LB does not clearly
say an individuals name in order to attract attention.
However, it should be noted that LB displays various forms echolalia in which he exactly repeats
a word, phrase, or pattern of speech. If an adult says a persons name, LB may immediately
repeat what he heard. Because he does not make eye contact and continues with his present
activity or action while repeating the word or name, LB is most likely not attempting to attract
ones attention.
Annual Goal: By the end of the 2016-17 school year with the use of the prompt hierarchy from
most to least intrusive and visual cues, LB will say a persons name to attract attention with no
more than two prompts 50% of the time across all environments.

Recommended activity:
Part 1:
Materials: Multiple copies of small photographs of adults/peers and accompanying visual
supports as appropriate
Procedures:
The educator will acquire and attach photographs to all communication boards available in the
classroom. The educator will create a few boards that contain the photographs only. These
should be made readily available throughout the classroom. Any time LB makes a
communicative attempt, the educator will guide him to remove the picture of the individual with
whom he is communicating. The educator will then instruct him to say that persons name. The
educator should stop after removing the picture, wait and watch for LB to request attention by
saying the persons name, and administer appropriate prompts if he does not respond.

Part 2:
Materials: Sticky tags, accompanying visual supports as appropriate
Procedures:
The educator will write the names of all adults and peers in the classroom on sticky tags. The
educator will attach the tags to each persons forearm or other determined location (shirt). The
educator will explicitly teach the following: every time LB makes a communicative attempt, he
is to gently tap the communication partners tag and say his or her name. Once LB is familiar
with the procedure, the educator will wait for communicative opportunities and watch for any
communicative means. If LB does not respond first by calling attention, the educator will
administer appropriate prompts.
Any and all prompts and reinforcements should become less intrusive and fade as necessary and
appropriate.
Measurement of progress toward the goal: 50% of the time
Data will be collected using observation and anecdotal records. This qualitative data will provide
insight into how often, in what contexts, and through which communicative mediums LB attracts
an individuals attention and communicates his wants, needs, or feelings. These records will also
provide information regarding LBs personality and unique interests. This will be used to design
personal prompts, reinforcements, and supplemental interventions/strategies best suited to LBs
needs.
Furthermore, the educator will use a clicker/tracker to monitor LBs ability and participation in
the abovementioned activities and other situations. Each time LB correctly attracts an
individuals attention using his or her name, the educator will click the tracker. At the end of the
day, the educator will record the number on a chart. This will be continued across multiple
situations, settings, and days. This quantitative data will provide statistical evidence as to
whether LB is adopting and using the new skill.