Running head: INDIVIDUALIZED PROGRAM PLAN 1

Individualized Program Plan Assignment

Kaely Mcmurtry

Minette Tomas

Savannah West

University of Alberta / Red Deer College

INDIVIDUALIZED PROGRAM PLAN 2

Individualized Program Plan Assignment

Child Information
Child: ​Tyler Collins Age as of Sept. 1/2018: ​13
Date of Birth: ​November 11, 2004 Date I.P.P. Created: ​November 23, 2018
Parents:​ Peter and Lynda Collins Phone #:
Background information: Programming context
School/Program:​ Hillcrest Secondary School
Teacher delivering programming: ​Kaely McMurtry, Minette Tomas, Savannah West
Program Administrator: ​Darlene Cole
Additional IPP Team Members:
Physicians: Dr. Nazar & Dr. Durell
Audiologist: Muriel Gianfranco
Psychologist
Auditory Verbal Therapist
Educational Assistant
Administration
Background Information: Parental input and involvement
Tyler’s parents have an excellent collaborative and cooperative relationship with school
support team. His parents stated that his hearing impairment was not obvious nor recognized
during his first two years. Tyler’s parents stated some concerns about some of his early
behaviors. Tyler’s first hearing assessment did not occur until after his second birthday. Peter
stated that Tyler always seemed fussy and did not sleep well or for long and was hard to
quiet when he often cried at night in contrast to Tyler’s older sister, Mia. Peter describes his
son as the “happiest little boy” he has ever seen during the daytime. He also describes him as
quiet and busy, and always smiling. Tyler’s parents discovered in his early years that he could
be stopped in his tracks at night with a light switch. (i.e. Tyler would stop what he is doing
and fall asleep when the lights are turned off and then wake up to resume what he was doing
as soon as the lights are turned back on). Tyler had no language at 18 months. Tyler’s parents
were concerned and took him to his pediatrician, only to hear Lynda was “an over-anxious
mother”. 6 months later, his mother was convinced that something was not right and took
Tyler to see an audiologist who informed them that Tyler was deaf. From there, Tyler
received hearing aids.

©Alberta Education, Alberta, Canada (2006)

INDIVIDUALIZED PROGRAM PLAN 3

Strengths
- Tyler is a gifted student with ADHD
- Tyler is a bright, friendly high school student who enjoys a variety of extracurricular
activities.
- Successful in academics because of his advanced cognitive abilities and his parents’
excellent working relationship with his school support team.
- Expressive language skills are very well developed (age equivalent of 22 years plus)
- Excellent interpersonal relationship skills (interacts well with a variety of peers both in
person or on Skype) and good coping skills
- 10 y/o psycho-educational assessment – superior nonverbal skills and high-average
verbal skills
- Speaks in complete sentences, and can explain experiences in detail
- gives complex directions to others
- Tyler can type, use word-processing software, and understand written material at the
Grade 9 level or higher.
- advanced personal, domestic, and community daily living skills
- Play and participate in leisure skills high level (equivalent of 22+ years)
Areas of Need
- To improve attention span and concentration by reducing overactivity due to ADHD
(overactivity, frequently standing up when expected to be sitting, frequently touched
things around the room).
- To reduce impulsivity associated with ADHD
- To develop a better recognition of social cues and personal space boundaries to
improve socialization skills with peers
- To develop a sense of identity and voice to speak up for himself and avoid being
bullied
- To improve balance and reduce the risk of falls and other safety issues associated with
balance
- To improve articulation skills resulting in better communication
- To inattentiveness and inability to sit and talk for more than 10-15 minutes at a time
- Difficulty understanding abstract language receptively
- To increase social participation due to problems with sensory processing difficulties
(hearing, body awareness, balance, and motion)
- To improve articulation deficits (his speech recognition computer programs do not
always correctly distinguish what he is saying)
- To improve hearing processing (sensory processing)
- To help Tyler’s hearing, keep using FM transmitter until his surgery
- To improve sentence imitation

©Alberta Education, Alberta, Canada (2006)

INDIVIDUALIZED PROGRAM PLAN 4

Medical Conditions that Impact Schooling

- Sensorineural hearing loss bilaterally associated due to the Phelps malformation of
the cochlea.
- ADHD – attention difficulties, impulsivity, and hyperactivity, takes slow release Ritalin
40mg daily and Melatonin 4mg nightly.
- Balance difficulties
- Some sensory processing difficulties which could represent a sensory processing
disorder
- Scheduled to undergo surgery for a unilateral cochlear implant on February 6, 2012.
He might miss class days during and post-surgery
Assessment Data (Specialized Assessment Results)
Date Test Results
June 25, Psychological ● Tyler’s cognitive skills are unevenly developed.
2005 (age Assessment ● Nonverbal cluster score on Differential Abilities Scale at
5 years, 7 87th Percentile (above average) indicating excellent
months) non-verbal skills development.
● Advanced non-verbal reasoning skills
● Advanced visual-spatial analysis skills
● Age-appropriate fine motor dexterity (able to copy
shapes using pencil and paper
● Nicely developed academic readiness
● Language skills remain weak for his age
● Receptive and expressive skills below average (receptive
skills better developed than expressive)
● Weak performance on the spoken grammar test (does
not yet use certain grammatical structures when
speaking)
● Limited working memory for his age
● Developing phonological-awareness but not strong
(some trouble manipulating sounds within words and
blending sounds together)
● Adequately-developed visual-motor integration skills for
his age but his ability to print letters is lagging behind
age expectations
● Gross-motor skills are lagging behind age expectations
● Somewhat impulsive and overactive based on
questionnaire results.
● Poor attention but only when engaged in predominantly
verbal tasks.
April 21, Speech and ● Overall language abilities at 30th percentile in
2005 (age Language comparison to his age mates, revealing skills within
6 years, 5 Assessment low-average range.
months)

©Alberta Education, Alberta, Canada (2006)

INDIVIDUALIZED PROGRAM PLAN 5

August Routine ● Above Hearing Threshold Level indicate stable hearing

18, 2009 annual across frequencies bilaterally with the exception of a
(11 years audiological 15dB drop at 4kHz in the (L) ear
old) monitoring of ● Tympanometry - normal middle ear function bilaterally
hearing aids ● Tyler’s (L) Phonak Naida V UP was reprogrammed to
boost the gain at 4kHz
● recommendation for reassessing annually or on request
January Neurodevelop ● A CT scan revealed Phelps malformation of the cochlea
26, 2012 mental ● Psychoeducational assessment - superior nonverbal
(age 13) Assessment skills and high-average verbal skills
● diagnosed with ADHD due to attention difficulties,
impulsivity, and hyperactivity

Current Level of Performance and Achievement

- Tyler is a 14-year-old boy with a history of progressive sensorineural hearing loss
associated with Phelps malformation of the cochlea
- Has balance issues
- Has a diagnosis of ADHD
- Well developed language and communication skills
- High-average verbal skills and superior nonverbal skills
- Tyler has advanced personal, domestic, and community daily living skills
- well developed social skills
- Sensory processing difficulties which could represent a sensory processing disorder
- Excellent interpersonal relationship skills (interacts well with a variety of peers both in
person or on Skype) and good coping skills
- Speaks in complete sentences, can explain experiences in detail and give complex
directions to others.
- Tyler can type, use word-processing software and understand written material at the
Grade 9 level or higher.
- Able to follow rules in complex sports
- Finds transitions difficult without warning of at least 10 minutes
Coordinated Support Services
- Annual audiological monitoring of hearing and hearing aids
- Collaboration between all of Tyler’s teachers and support staff (Administration and
EA)
- Physicians: Dr. Nazar & Dr. Durell
- Audiologist: Muriel Gianfranco
- Psychologist
- Auditory Verbal Therapist

©Alberta Education, Alberta, Canada (2006)

INDIVIDUALIZED PROGRAM PLAN 6

Instructional Accommodations and Strategies

- teacher wear FM transmitter so Tyler can hear better
- provide Tyler with a computer so he can type assignments/answers when he is unable
to orally articulate what he wants to say
- provide Tyler with any type of fidgets that he can focus his attention on to improve his
attention and concentration
- develop with a strategy to strengthen his muscles to improve balance
- give Tyler the opportunity to do some pedaling while in class (pedal bike) to
strengthen his muscle and improve balance
- provide modeling and explicit instructions in social skills strategies (e.g. power cards,
social stories, checklists, video modeling)
- write daily schedule on the board so that he knows what he is doing ahead of time to
reduce difficulty with transitions
- provide advanced warning 10 minutes before when transitioning to a different task or
class (use nonverbal cues)
- get Tyler to sit close to the front or the teacher so he can hear instructions better
which can also help with his attention and concentration
- provide/designate a space where he can get up do movement breaks
- implement movement breaks for the whole class so everyone can benefit
- provide more time to complete tasks/assignments as needed
- provide positive feedback and incorporate some sort of reward system to motivate
him to keep going
- written and orally communicated expectations and assessments for assignments
- visual aids
- provide a handout of what will be covered in class each day
- teach new vocabulary prior to lesson
- use closed captioning on any audio video incorporated in the classroom
- have teacher face students, so Tyler can see lip movement
- reduce background noise
- have Tyler document all due dates

Goal # ​1
Long-term Goal:
Tyler will develop and independently decide on strategies to use to improve his attention
span and concentration.

Short Term Objective#1

By November 30th, Tyler will be able to improve his attention span and concentration by
creating his very own power card to read at least once daily. The power card will provide
Tyler instructions on how to be successful with his goal.

©Alberta Education, Alberta, Canada (2006)

INDIVIDUALIZED PROGRAM PLAN 7

Short Term Objective #2

By January 30th, Tyler will improve his attention span and concentration by taking movement
breaks 10-minutes prior to engaging in a task involving sitting or talking to alleviate his need
to move at least once daily. (The movement breaks will range from Tyler taking initiative to
get up quietly and sharpen his pencil or if the teacher notices some activity suggests a whole
class movement break)

Short Term Objective #3

By March 30th, Tyler will be able to improve his attention span and concentration by
independently breaking down a task into smaller chunks/mini-checklist and check off each
task once completed before taking a movement break. Movement breaks will have faded to
twice daily at this point.

Accommodations and strategies to support this goal

- Write on the board any upcoming tasks that require a lot of sitting or talking so Tyler
can take out his power card ahead of time and read it.
- Allow Tyler time to write the schedule in point form or tell teacher in his own words.
- Depending on how hard the task is, the teacher can segment the assignment for him.
- Explain what a power card is first and how to create one before asking him to create it
himself, and be open to constructing or offering assistance with the power card if
Tyler requests assistance.
- To increase motivation and independence, ask him to journal or keep a log of how
well he did each week so that he can see his hard work and improvement.
- All teachers and his EA must be on-board and make sure that they know his goals
- Decrease guidance as time goes and increase his independence in completing his
goals
- Schedule weekly debriefs with Tyler and slowly fade out as he becomes independent

Goal # ​2
Long-term Goal:
Tyler will develop strategies to reduce impulsivity when asked a question or given
instructions.

Short Term Objective#1

By November 30th, Tyler will be able to reduce impulsivity by repeating instructions back to
the teacher once the teacher is done speaking (one-on-one with the teacher so that he is not
put in the spotlight) twice daily (morning and afternoon).

Short Term Objective#2

By January 30th, Tyler will be able to reduce impulsivity by creating a social story (with the
help of the teacher or his EA) and reading it once every morning. The social story will be

©Alberta Education, Alberta, Canada (2006)

INDIVIDUALIZED PROGRAM PLAN 8

about waiting until the teacher is done providing instructions or asking questions, before
offering thoughts.

Short Term Objective #3

By March 30th, Tyler will be able to reduce impulsivity by developing a nonverbal cue that he
will share with his teacher that means “wait”. The teacher will use this cue each time he/she
provides an instruction or asks a question. Tyler will have to successfully wait at least 3 times
per day.
Accommodations and strategies to support this goal
- To increase motivation and independence, ask him to journal or keep a log of how
well he did each week so that he can see his hard work and improvement.
- All teachers and his EA must be on-board and make sure that they know his goals
- Decrease guidance as time goes and increase his independence in completing his
goals
- the teacher must be proactive with this goal because it is a partnership goal, where
Tyler depends on the teacher’s cues.
- For Tyler to be successful, decrease the frequency of using the nonverbal cue. Gauge
how he is doing and use own discretion to increase his independence.
- Model waiting with the whole class and let it be a norm/classroom rule.

Goal # ​3
Long-term Goal:
Tyler will improve his balance to decrease risk of injuries.

Short-Term Objective#1
By November 30th, Tyler will be able to improve his balance by developing his leg strength by
doing 30-50 squats per day.

Short-Term Objective#2
By January 30th, Tyler will be able to improve his balance by joining a yoga/strength and
flexibility class and going at least once a week.

Short-Term Objective#3
By March 30th, Tyler will be able to improve his balance by incorporating balance exercises
during his movement breaks. With the help of a classmate or his Educational Assistant, Tyler
will do single-leg balance and single-leg lifts for 30 seconds per leg for 5 minutes using the
wall for assistance once daily.

©Alberta Education, Alberta, Canada (2006)

INDIVIDUALIZED PROGRAM PLAN 9

Accommodations and strategies to support this goal

- Holding himself accountable for completing his exercises each day
- Parents must be willing to drive him and even attend the classes with him. Tyler could
even invite a friend to attend with him.
- To increase motivation and independence, ask him to journal or keep a log of how
well he did each week so that he can see his hard work and improvement.
- All teachers and his EA must be on-board and make sure that they know his goals
- Decrease guidance as time goes and increase his independence in completing his
goals
- For safety purposes, ensure that there is always someone there to assist Tyler when
doing the exercises to prevent any falls from happening.

©Alberta Education, Alberta, Canada (2006)