AIMS Level 1 App Development (Copy)

Selamat Datang di AIMS Online!
Kami bertujuan untuk menyediakan terapis online yang

berpengalaman serta pelatihan dan program praktis berkualitas
tinggi tepat diujung jari Anda!
Tim kami yang berpengalaman telah bekerja di bidang Autism

Spectrum Disorder (ASD) selama beberapa dekade. Kami telah
menyaksikan, secara langsung, peningkatan, tidak hanya dalam
diagnosis ASD tetapi juga biaya terapi.
Cukup!
Program kami dan terapis berdedikasi siap membantu Anda dan

keluarga hari ini. Kami ingin memberi Anda "rahasia" untuk bekerja
dengan, membantu, dan terhubung dengan anak yang didiagnosis
dengan ASD serta memiliki akses ke terapis dan supervisor khusus
Anda sendiri - semuanya online! Kami membuat AIMS Online untuk
orang tua, tetapi Anda juga dapat menyewa pengasuh – seseorang
yang Anda percaya untuk menjadi “mitra terapi” yang hanya akan
membantu membimbing anak Anda untuk mengikuti instruksi online
dan menggeneralisasikannya ke lingkungan rumah Anda.
Terserah Anda, tapi kami di sini untuk memberikan kekuatan kembali

kepada Anda ketika datang ke anak Anda dan menjaga layanan
dukungan tetap terjangkau.
Mari kita lakukan!
Kedengarannya bagus! Bagaimana meskipun?

Bagaimana Kami membantu?
Bahan gratis!
Option 1:
Kami menawarkan Standard option
pelatihan AIMS Level 1 Online therapy & IEP
DAN saran praktis
A dedicated therapist available
sepenuhnya gratis. Milik
1.5hrs per day, 5 days a wee
Anda, hanya dengan
berlangganan AIMS Supervision of your child’s progr
Online! our senior management.
Individual Educational Plans at

fingertips – tailormade for your
Easy, effective and practica
“Let’s do this!”
Option 2:
PREMIUM SUPPORT
You will receive more hours with your therapist (3hrs) everyday
as well as more dedicated supervision hours with our senior
management. You will be able to send through videos directly to
your supervisor and receive individualized, effective feedback
and strategies.
Amazing! But how?

Why should I choose AIMS Online?
As mentioned, we have witnessed the increase in therapy
costs, the need for these therapies and the ultimate catch 22
that parents are facing.
We want parents to be in control of their own child’s therapy

program and the support they receive. We want you to see
the results in real-time while not being overcharged and
needing to go from one therapist to another. We have a few
goals in delivering the services via an online program:
● Affordable
● Quality ensured
● Practical
● Individualized programs
● Providing parents and professionals with
individual programs that are easily accessible
The latest research states that a child diagnosed with ASD

performs best (and progresses more) with a full-time
therapist or trained caregiver. AIMS Online has established,
through years of experience, that this trained person does
not need to be an expensive, charge-by-the-hour
professional. It can be an online therapist that provides the
therapy with the guidance of a helper, a nanny or YOU! We
want to provide you with the tools to be the expert we know
you are as well as provide you with the online support you
might require.
You have my attention. Let’s do this!
Who do you want to support?
My child
Someone I know
A client
D.O.B of this person: dd/mm/yyyy
Some more important questions

Name: Gender: Male/Female
Vocally, with an iPad or an AAC device, gestures, sounds,

How do I communicate? other (various).
Interests: (please list at least 5)

1.
2.
3.
4.
5.
Challenges: (please list at least 5)
1.
2.
3.
4.
5.
Favorite color of this person:

My first FREE material: One Page Profile (editable and
printable)
One Page Profile
What I absolutely LOVE: I might need you to

help me with some of
1.
these things:
2.
1.
3.
2.
4.
3.
5.
4.
(name) &
Take a keen interest in my (age)
favorite things, to keep me 5.
engaged. For example, you
can find a toy that reminds Remember, we all struggle
you of something I like and with certain things. Mine
show this to me as a form of might be a task like tying
Click here to edit my shoelaces or greeting
wanting to build a connection.
I will respect you more if you
my looks and people “appropriately”.
show an interest in my likes Your challenges might be
and not just tell me what I very simple for me, but I
need to learn or do. want to hold your hand and
do these together!
The way I
communicate is
via: My favorite color
is:
(vocal speech,
gestures, AAC (color)
device, various
methods)
Print One Page Profile for free and continue for more freebies!
Congratulations!
You have completed your first one-page profile. How easy
was that?!
Why is this important?
Research states that individualized programs for children

diagnosed with ASD provide far more successful results than
a generic one. Makes sense, right – we are all unique and
need a personalized and very individualized approach.
What else can I get for free?
● AIMS Level 1 training completely for FREE. This

course has initially been accredited through
www.ibcces.org and has been condensed to suit
your specific needs.
● An introductory video of the “secrets” we are ready
to share with you together with an interactive
guideline!
● A video on how to increase language of your child,
easily, practically and effectively! A worksheet for
free too.
● A video on how to make your own sensory toy!
Let’s do this!
FREE MATERIAL
No catch, no sign-up disclaimer. Yours for free, to help your
child TODAY!
1. FREE AIMS Level 1 training! Click

here for your condensed version
of our accredited training
program.
Click on the
photos to
watch the
video!
2. Intro of secrets to connect, build and grow

together!
3. Increase language with visual choice boards

– here is how!
4. Let’s create a sensory toy! This one has helped our
children to stay calm & regulated in various environments!
Print FREE worksheets!

What else can I receive via AIMS Online?
Oh, you have only started receiving the

goodness of a personalized, affordable, in-
home support resource. We have plenty
more to offer!
As mentioned before, we keep costs low – so here are the

different options for ongoing support:
Option 1: Personalized program:

This option provides you with ALL the resources you need for a personalized program that
you can implement easily at home. You can either train yourself to implement these DIY
strategies with the supplements and resources we provide, or you can sign up your nanny to
be trained to implement the program. The program will include:
1. One Page profile (which you have already completed!)
2. Communication profile (to help you understand your child’s mode of communication
and increase his or her need and want to communicate with you and others).
3. Behavioral profile (to determine which behaviors he or she exhibits and the reasons
for these. Also, some strategies to decrease the frequency of undesired behaviors
and increase the likelihood of more appropriate and adaptive behaviors).
4. Sensory profile (to establish your child’s sensory needs – which activities calm him or
her, which excite him or her and how to regulate between these).
5. Likes & dislikes profile (to ensure you work with your child’s interests to increase his
or her motivation to participate and willingness to learn).
6. Concepts and milestone data (to determine which areas he or she needs to work on
according to age-appropriate milestone data).
7. First few sessions program (this is a program that will guide you or someone you
want to get trained up to work with your child. It is a step-by-step guide to building
that positive rapport and starting “therapy” the right way – with a connection and
eagerness between you and your child).
8. Daily lesson plans (we provide you with lesson plans that will guide you every step of
the way to work on specific concepts in an “autism-friendly” and proven effective
manner).
9. Weekly tracking sheets (for you to keep up with all the progress your child will be
making).
10. Reports (at no additional cost will you receive a progress and ongoing report once a
month!)
11. You will get an online therapist assigned to your family for 1-2 hours per day, 5 days
a week! This therapist will be available to observe sessions that you (or the person
you have assigned to do sessions) do with your child, be available online for the
designated times to answer additional questions, help with filling out profiles or even
just to make sure you are confident in your abilities. We know that you can do this!
Now, usually all of the above will cost you your entire salary and it is an ongoing cost.
AIMS Online is offering ALL of these programs for an affordable cost of:
$1050 / month!
Think of the cost of a personalized program, training material, resources made by

professionals, ongoing reports and a therapist assigned to your family for a couple of
hours every weekday! We want to practically give this all to you without the financial
strain that we have witnessed parents are under when they have a child diagnosed with
ASD.
Option 2: PREMIUM SUPPORT SERVICES:
This is our most comprehensive support service. You not only receive everything
mentioned
above (personalized programs, ongoing reports and a therapist assigned to your
family), but ALSO exclusive access to one of our world-renowned supervisors
who you can send voice notes, videos and questions to on a
weekly basis! You will receive child-specific advice and strategies that you can
utilize
immediately. Your supervisor, hand-picked by yourself, will be by your side,
virtually, to
provide feedback, support and ideas whenever you need him or her!
So, a quick recap: with the premium service, you receive:
1. PERSONALIZED PROGRAM INCLUDING ALL THE DIFFERENT PROFILES,

TRACKING SHEETS, PROGRAMS AND LESSON PLANS EXPLAINED ABOVE
2. AN ONLINE THERAPIST ASSIGNED TO YOUR FAMILY TO HELP WITH GENERAL
SUPPORT
Sign me up for a PERSONALIZED
3. EXCLUSIVE ACCESS TO YOUR OWN, PERSONAL SUPERVISOR FOR YOUR
CHILD’S PROGRAM. YOU WILL BE ABLE TO SEND AND RECEIVE VOICE NOTES,
PROGRAM today!
VIDEOS, STRATEGIES AND IDEAS ON A WEEKLY BASIS.
We provide a platform for parents and professionals to send voice notes and videos – as
many as you want - to your personal supervisor. He or she will then reply every week for a
maximum of 75 minutes to these messages (reading, listening, watching and providing
feedback to the information received). There is a way to indicate if it’s an important request
and these will be attended to first. This means that you receive weekly support from your
supervisor together with all the other supportive resources from the personal program and
videos. This is how it
works – how
easy is that?!
This is really the crème de la crème of support services out there! And still, we are keeping
this affordable. You can have all of this for:
$1750 / month!
1. PERSONALIZED PROGRAM
Sign meresearch
Empirical up forhas the PREMIUM
strongly SERVICE
supported the advantage of
not only earlytoday! I want
intervention itindividualized
but also all programs
in the outcome for children diagnosed with ASD.
AIMS Online helps you create an individualized program for

your child by providing you with:
1. An easy step-by-step guide

2. A template to fill out in a matter of minutes
3. Personalized data that includes various forms all
professionals use (and charge an arm and a leg for)
Similar to the One Page Profile you have completed:
Click here for the rest of your

personalized program!
What you get:
1.1 One Page Profile

1.2 Communication and behavioral profile
1.3 Sensory profile
1.4 Likes & dislikes profile
1.5 Concept and milestone data
1.6 First few sessions template
1.7 Daily lesson plans
1.8 Weekly tracking
1.9 Reports
Again, this is all you will (or might) receive by an

organization when you pay for individualized
sessions. We want you to have this for next to
nothing and support your family from within your
own home!
Love it! Let’s start…

But how?
Pretty will explain what is required of you.

Trust us, it is such a simple process!
Click on her
picture ;)
Pretty will explain to you the guide that you will

receive for each template to fill out. She will also
explain how easy (and quick) it is to fill out the
template for each document you need for a
personalized program. Lastly, you will receive a
personalized program for your child on each topic
that we promised you!
I can’t wait any longer!

Completed
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1.2 Communication and behavioral

profile
Why is it important to have a specific profile for your child
regarding the way they talk and act? Uhm, because it is two
of the most important and functional things we do – talk and
behave. This will give us insight into the way our child is
feeling, which is another (if not the most) important piece of
information we want to know about our child.
Guide:
You will be asked about various forms of modes of communication.
Although your child might be “verbal”, he or she might still
communicate more comfortably in another mode of communication –
let’s say through gestures. It’s very important to note down all the
different modes of communication as this will help you understand
seemingly challenging behaviors better.
Fill out as much detail as possible – remember you can print this
page and keep it for yourself as a reminder. We advise parents to be
their own judge here – what you want to show your child (placing it on
their walls) and what should be left in their personal file or folder.
You will also be asked about your child’s behaviors – be as detailed
as possible. We will then provide you with an ABC (Antecedent,
Behavior and Consequence) form, which will help you to determine
which behaviors elicit others and how to curb the ones that you find
are not the most effective for your child and his or her needs.
The best part? It will take you no longer than 10-15 minutes! Trust
us!
Let’s do this!
AIMS Online
Communication and Behavioral Profile
Child’s name: xxx
DOB: xxx
Date of Profile: _________________
Communication Profile
Mode of communication Child’s way of When child engages in this
communicating mode of communication
(In a calm/anxious/excited/other state
doing which activities)
1. Non-verbal communication
Please take note of all forms of non-verbal
communication, such as gestures, eye movement,
sounds, ways of talking, postures, appearances,
closeness, body contact, facial expressions, head
movements and hand movements.
2. Verbal communication
Take note of all verbal communication – sounds,
singing, words, sentences, echolalia, etc.
3. AAC Device(s) and/or PECS

Does your child use an AAC device and/or PECS
books? Note down the level of each and the
device and program he/she is using.
4. Written communication

Does your child use typing and/or writing as a
form of communication?
5. Other modes of communication

Note down any other form of communication your
child engages in.
Behavioral Profile
Behavior When does your child Ways of calming & creating more
Remember to include engage in these opportunities
positive and seemingly Write down ways of calming your child if he/she engages in
challenging behaviors behaviors?
Note down the situations that seemingly challenging behaviors and ways of increasing
elicit these different behaviors opportunities for him/her to engage in behaviors that they
seem to enjoy
ABC (Antecedent, Behavior and Consequence)

chart
Date and time Antecedent (what happens Behavior Consequence
directly before the behavior (what is the behavior that (what happens directly after
occurs) occurs) the behavior)
(click here for more lines)
Communication Profile of Adam:
These are the ways I I usually feel a certain way

communicate: when I try and
communicate a specific
1.Non-verbally through: need. Use this guideline to
help work with me instead
2.Verbally through: of fighting each battle:
3.AAC devices / PECS as I communicate in a non-verbal

follows: way when I feel (emotion/state)
I communicate in a verbal way

4.Written as follows:
when I feel (emotion/state)
5.Other ways: I communicate through my AAC
device or PECS system when I
Remember that we all feel (emotion/state)
communicate in various ways.
of all these modes and I Print these customized charts!

I am no different – take note I use written language when I
feel (emotion/state)
promise you, you will
understand me that much Other than these, I
better communicate by (mode) when I
feel (emotion/state)
Thanks! Let’s print the Behavioral

Profile next!
Behavioral Profile of Adam:
Sometimes things, places, sounds or people make me feel a little
upside down…
It only takes a minute or two to help me cope during these times.

Please see below some of my positive behaviors and some things I
struggle with and what you can do to continue the positives and
reduce the ones I don’t like (and I’m sure you don’t either):
Behaviors: When I usually engage Ways you can help me

in these: continue with (positive
behaviors) or cope with
(negative behaviors):
Positives:
Negatives:
Click here to create a Sensory Profile!

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1.3 Sensory Profile
Why is it important to create a sensory profile for your child? The latest DSM-
V (Diagnostic and Statistical Manual, Edition 5) has included sensory
dysregulation as part of the Autism Spectrum Disorder. This means that it is
extremely important to create your child’s specific sensory profile and provide
opportunities for the types of input he or she needs throughout the day.
Again, it’s a simple process and you will be surprised how fun these activities
are. Let’s connect and strengthen our bond with our children in a fun and
functional manner!
Guide:
You will receive a list of activities where you
can just tick the following options for each: “this
calms my child”, “this excites my child” or “this does
nothing for my child”.
Once we receive the information, we will
provide you with a tailor-made sensory profile that
can help you establish when to provide which types
of activities throughout the day. Remember, you
can always add similar activities to the list we
provide!
Let the games begin…
I’m ready, let’s do this!

Sensory checklist – please tick where
appropriate
Activity This calms my child This excites my child This does nothing
for my child
Rolling in blanket
Bear hugs
Back scratch
Massage
Joint compressions
Squeezes
Brushing
Water play
Jumping on trampoline
Exploring various textures
Fidget toys
Stress balls
Massage balls
Picking up weighty items
Wearing weighted jacket/lap pad
Using weighted blanket
Finger paint
Playing with shaving cream
Pat a pet (dog/cat)
Play with jelly
Play with kinetic sand
Play in/with sand
Use play dough
Silly putty
Sensory bin
Draw pictures in the sand
Draw with chalk
Walk on different textures
Vibrating toys (including vibrating
toothbrush)
Rocking
Swinging on swing
Lying in hammock
Body sock (Lycra hammock)
Obstacle course
Playing on jungle gym
Sliding
Climbing
Walking
Crawling
Running
Dancing
Skipping
Hopping
Different animal walks
Wheelbarrow walk
Scissor jumps
Star jumps
Push ups
Sit ups
Monkey bars
Spin on an office chair
Bouncing on gym ball
Riding bicycle
Riding small motorbike
Riding skateboard
Riding scooter
Swimming
Playing in mud
Tug of war
Yoga exercises
Cartwheels
Somersaults
Listen to music
Listen to white noise
Work/play with music in the
background
Play musical instruments
Sing
Listen to different sounds outside
Whisper
Blow whistles
Use headphones to block out sounds
Blow bubbles
Look at lava lamps
Kaleidoscope
Snow globes
Color changing LED lights
Look at pictures
Find different objects in “busy”
pictures
Wear sunglasses if sensitive to light
Explore different tastes
Explore different smells
Chewy tubes or chewy jewelry
Chewing gum
Eat food or drink liquid with different
temperatures (warm, cool)
Suck on ice lollies
Scented candles
Essential oils
Other:
Thank you for that – from us and the future of your child’s
sensory day!
Print my child’s sensory profile now

Adam’s Sensory Profile
YELLOW ZONE RED ZONE
(loss of some control) (out of control)
I may be too excited, silly, When I’m feeling mad,

wiggly, frustrated or worried. angry, terrified or elated, I
The following activities could might need you to help by
help me get back to the green providing access to the
zone: following activities:
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Remember that the list can
BLUE ZONE
(moving slowly)
I may feel tired, sad, sick or

GREEN ZONE: bored. The following activities
can help me get back into the
This is my ideal zone to be in. When I green zone:
am in the green zone I am content and 1.
organized and most likely to learn. 2.
3.
4.
5.
Wow! This is so easy. What’s next?

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1.4 Likes and dislikes profile

If we don’t know what our child likes, how will we be able to
include concepts and goals within his interests? That’s right
– we all learn more effectively when we are motivated by our
interests. Let’s find out if there are any that your child might
have that you were unaware of…
Guide:
Please fill out the following PINS (Preferences, Interests, Needs &
Strengths) assessment according to the various topics.
If you don’t know the answer to the question, leave it out.
Once you have completed the form, we will generate a
personalized Likes & Dislikes Profile for your child. Remember, it is up
to you if you want to place this profile where your child can see it or in
a file for him or her.
The goal of these personalized profiles is for us, as parents and
professionals to continuously be reminded of our child’s strengths and
interests and then to include “targets” utilizing these interests. We all
learn when we are interested and engaged.
Likes & Dislikes Profile
Name: xxx
DOB: xxx
Date of Profile: _______________
PINS
Preferences, Interests, Needs & Strengths Profile
1. Preferences – please indicate your child’s preferences:

Preferences – favoring one activity/person/object over another
Indoors Yes/ Outdoors Yes/No

No
Arts & crafts BBQing
Baking Woodwork projects
Board games Eating out at restaurants
Cleaning Exercising at the gym
Cooking Gardening
Dancing Going for a train ride
Drawing Going for a walk
Exercising (indicate): Going to a theatre production
Listening to music Going to the beach

Painting Going to watch a movie
Playing musical instruments Picnics
(indicate):
Reading Seeing friends

Scrap booking Shopping
Sewing / knitting Sports (indicate):
Sports: indoors (indicate): Walking the dogs
Video games Watching TV/movies/series

Other: Other:
Does your child like to spend time Yes/ What does your child like to do with this
with his or her? No person?
Brother
Sister
Mother
Father
Friends
Other family members (please
indicate who):
Organization (indicate):
Other:
2. Interests – please indicate interests:

Interests - something that concerns, involves, draws the attention of, or arouses your child’s curiosity:
Interests Detail
(a) Please indicate any/all items your child
finds interesting:
(b) Please indicate any/all hobbies:
(c) Ideal places/spaces:
(d) Favorite people:
(e) Role Models:
(f) Favorite classes/groups/clubs:

(g) Any other interests
Needs – please indicate needs

Needs – needing additional support or help to complete specific tasks/activities
Activity Needs/support
(a) Communication
(b) Coping Skills
(c) Social scenarios
(d) Daily living skills
(e) Additional support
Strengths – please indicate strengths

Strengths - the quality or state of being strong; bodily or muscular power; vigor.
Area Please comment:

(a) Communication
(b) Social interaction
(c) Coping skills
(d) Independent living
(e) Likes
Thank you for filling out the form. We are generating a

personalized Likes & Dislikes Profile for your child as you
read…
I want to print this profile now!
Adam’s Likes & Dislikes Profile
My interests include the
I love the following activities: following:
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
Please try and do these with me! Bring these into the
conversations or activities
I also LOVE doing specific activities and I’m sure I will have a
with specific people, such as: great time connecting with
(Activity) with (Person) you!
(Activity) with (Person)
But please don’t forget
(Activity) with (Person) my wonderful strengths:
So, a good idea will be to bring 1.
these favorite people of mine into 2.
my “sessions” and do these 3.
activities with them. I am almost 4.
I might need a bit of help with the 5.
certain I will be more engaged...
following:
(Activity) in (way)
(Activity) in (way)
(Activity) in (way)
(Activity) in (way)
(Activity) in (way)
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1.5 Concept and milestone data
As professionals we usually receive many queries from

parents regarding their child’s current performance level and
“milestones” according to their neuro-typical peers. It is
important, yes, but we usually ensure our children are first
and foremost happy and engaged. If you implement the
profiles that you have created thus far, we are pretty sure
you will have a better idea of how to engage with any child
utilizing their interests throughout the day and adding many
(fun!) sensory activities.
Guide:
Please go through the questions and answer as accurately as
possible.
A behavioral therapist will usually tell you that a child “has
mastered” a concept (or specific target) once they can respond 80-
100% correctly without a prompt. We believe that our parents
know us best and you KNOW when your child has “mastered” a
specific target or goal. It doesn’t always take 10 trials to establish
this knowledge. We know you are the experts, so let your intuition
guide you.
Remember, you can always change your answers later and
receive a new profile!
AIMS Online
Concepts Probing and Milestones data
Child’s name: xxx

DOB: xxx
Date of document completed:

Concept and skill Yes No (not
(mastered) mastered)
A. Asking for a break, sensory breaks and movement breaks
1. Implementing and requesting breaks

1.1. Child starts showing an awareness of clear activities and breaks
being brought into sessions. Therapy partner to mention when you
are taking a break.
Example: “Okay, we are done with the game, let’s take a break.”
1.2. Child shows an understanding of the use of visual schedules to
indicate “work” times and “break” times.
1.3. Child shows an understanding of the meaning of a break.
Tell your Child you are taking a “break” when you stop working for
a while (use the word “break”).
1.4. Child becomes aware of the method used to request a break
(demonstrated by the therapy partner).
1.5. Child is able to request a break by handing the therapy partner a
visual “break” card when prompted to do so by the therapy
partner.
1.6. Child is able to request a break by handing the therapy partner a
visual “break” card when subtly prompted to do so by the therapy
partner.
1.7. Child is able to request a break when prompted to do so through a
visual prompt in close proximity to the Child.
*Please note that the Child can request a break by handing the therapy partner a visual break card,
saying a word or saying a phrase. Any mode of communication that the Child is comfortable with,
should be used.
2. Different types of breaks
2.1. Child is able to engage in an activity when prompted to do so by
the therapy partner, during a break.
*Run around; jump on a trampoline; punch a pillow/punching bag; lie down; lie in a hammock;
swing; go for a walk…
2.2. Child is able to engage in an appropriate sensory activity during a
break, when prompted to do so by the therapy partner.
*Sensory input should be included as options of what to do during a break. If the Child is feeling
lethargic, exercises to excite him/her should be done. If the Child is feeling overwhelmed or too
excited, calming exercises should be implemented.
2.3. Child is able to engage in an appropriate movement activity during
a break, when prompted to do so by the therapy partner.
*Teach your Child that movement helps to keep our brains awake and ready to learn. Sitting down
without movement breaks for too long, affects our ability to focus.
2.4. Generalize to a variety of activities.
2.5. Generalize to other environments.
3. Teach signs to recognize when he/she needs a break

3.1. Child is able to stop what he/she is doing and take a break when
prompted to do so by the therapy partner.
3.2. Child becomes aware of signs that his/her body gives him/her that
he/she needs a break when these signs are pointed out by the
therapy partner.
*Look out for signs that he/she needs a break (do they start to fidget more; do they lose focus; do
they get aggressive)
3.3. Child is able to recognize signs that he/she needs a break when
prompted to do so by the therapy partner and then requests a
break when prompted to do so by the therapy partner.
3.4. Child is able to recognize signs that he/she needs a break when
subtly prompted to do so by the therapy partner and then requests
a break when prompted to do so by the therapy partner.
3.5. Child is able to recognize signs that he/she needs a break and then
requests a break when prompted to do so by the therapy partner.
3.6. Child is able to recognize signs that he/she needs a break and then
requests a break independently.
3.8. Generalize to other people.
B. Mental Flexibility
1. Spend time in nature

1.1. Child is able to spend time in nature.
*While providing a calming effect, nature changes all the time, offering different sights, smells,
sounds and sensations.
1.2. Child is able to spend time in nature, becoming aware of some
sights, smells, sounds or sensations.
2. Perspective taking
2.1. Emotional perspective taking
2.1.1. Child shows an awareness of the emotions of others when
pointed out by the therapy partner.
*Therapy partner to mention what caused them to feel that way.
2.1.2. Child shows an awareness of the emotions of characters
when therapy partner reads books and points out the
emotions that certain characters display.
*Encourage your Child to “guess” why the character is experiencing a certain emotion.
2.1.3. Child shows an understanding when therapy partner refers
to his/her own emotions.
*If you refer to negative emotions, mention what would help you feel better.
2.1.4. Child is able to problem solve situations to help another
person feel better when they are hurt, sad etc when
prompted to do so by the therapy partner and with
guidance from the therapy partner.
person feel better when they are hurt, sad etc when
prompted to do so by the therapy partner and with some
person feel better when they are hurt, sad etc when subtly
prompted to do so by the therapy partner and with minimal
2.1.7. Generalize to real-life scenarios with guidance from the
therapy partner.
2.1.8. Generalize to real-life scenarios with minimal guidance from
the therapy partner.
2.1.9. Generalize to other people.
2.2. Sensory perspective taking
2.2.1. Child is able to direct a person from one place to another
using appropriate language.
3. Including surprises
3.1. Child shows an understanding of the positive aspect associated
with surprises.
3.2. Child is able to handle surprises in a controlled manner.
*Surprises are merely exciting changes in a schedule or routine. Surprise your Child (occasionally)
with something fun that he/she does not expect. This can be as simple as a treat in a lunchbox that
comes at an unexpected time, or a visit to their favorite park/restaurant.
4. Dealing with unexpected changes
4.1. Often things happen unexpectedly and your Child may be caught
off guard.
4.2. Child is able to follow therapy partner’s model of how to stop, take
a few deep breaths and then think of a way to approach the
sudden change.
4.3. Child is able to follow this “recipe” - stop, take a few deep breaths,
think of a way to approach the sudden change.
4.4. Generalize this to different environments and people.
5. Differences in solving problems

5.1. Therapy partner points out simple, practical problems that need to
be solved. Child becomes aware of these.
5.2. Child finds a way of solving the practical problem(s).
5.3. Therapy partner demonstrates a different way that could work too
and points out that both solutions work. Child is able to take
notice of this in a calm manner.
5.4. Child starts to recognize that there are different ways of solving
problems.
5.5. Child respects differences in solutions and ideas of others.
6. Bending rules
6.1. Child is able to play games with clear, simple rules.
6.2. Child is able to play a game with clear, simple rules and is
comfortable to continue playing when the rules of the game are
changed (different to what he/she is used to).
*Explain to your Child why the rules are being changed. It could be to accommodate more (or less)
players, to adjust the game according to time availability, or just for fun!
6.3. Generalize to other people, including siblings and peers.
7. Jokes
7.1. Child shares enjoyment with therapy partner.
7.2. Child responds to silliness or humor brought into interactive
activities.
7.3. Child understands and enjoys simple jokes.
7.4. Child is able to plan appropriate pranks (with therapy partner) and
execute it.
7.5. Child is able to tell jokes without giving away the punchline.
7.6. Generalize to different people.
C. Impulse control
1. Games
1.1. Child participates in games to practice impulse control.
2. Dealing with anxiety
2.1. Teach your Child about anxiety - it is normal and necessary to
experience anxiety as it is our body’s way to keep us safe.
2.2. Child practices strategies to deal with anxiety.
2.3. Child recognizes anxiety in scenarios and implements appropriate
strategies.
3. Challenging scenarios (that trigger impulsivity)
3.1. Child is able to respond to visual strategies and models used to
support him/her in challenging scenarios.
3.2. Child shows an understanding of rules set by therapy partner (for
challenging scenarios).
3.3. Child is able to follow rules set by therapy partner (in challenging
scenarios).
3.4. Child is able to set up or remember appropriate rules to guide
him/her through a challenging scenario.
*Remember to always give your Child the needed breaks and/or sensory input throughout and after
dealing with a challenging scenario to help him/her remain in control.
D. Emotional control
1. Therapy partner points out, with the help of visual strategies, when he/she
notices the Child experiencing a certain emotion and provides suggestions
(with visual prompts) to help the Child deal with the emotion.
2. Child is able to identify, with the help of visual strategies, when he/she is
experiencing a certain emotion and relies on therapy partner to provide
appropriate coping skills.
3. Child is able to identify, with the help of visual strategies, when he/she is
experiencing a certain emotion and identifies (with visual prompts) an
appropriate coping skill to implement.
4. Child is able to implement appropriate coping skills to support him/her in
remaining calm (with visual prompts) without verbal directive prompts
from the therapy partner.
remaining calm in different environments.
remaining calm with different people.
E. Self-monitoring
1. Staying on track with activities
1.1. Child is able to use visual strategies (set up by therapy partner) to
stay on track with an activity.
1.2. Child is able to identify steps of an activity or task that needs to be
completed.
1.3. Child is able to set up visual strategies to help him/her stay in track
throughout a task.
1.4. Child is able to plan enough time to complete all steps within a
task.
1.5. Generalize to different environments.
2. Tracking progress
2.1. Child understands the instruction or task presented (what is
expected of him/her).
2.2. Child completes task and reflects on task, assessing how he/she
had done.
2.3. Child completes task and reflects on task, assessing how he/she
had done and then finds ways of approaching the situation
differently the following time.
F. Planning & Prioritizing

1. Visual schedules - first/then
1.1. Child is able to look at a simple first/then chart (set up by therapy
partner) and follow the therapy partner referring to the schedule.
Therapy partner to indicate the flow of the chart - first (this
activity), then (this activity).
1.2. Child is able to follow a simple first/then chart (set up by therapy
partner) with guidance from the therapy partner.
1.3. Child shows an understanding of the sequence of events displayed
in a simple first/then chart.
2. Visual schedules
2.1. Child is able to look at a visual schedule (set up by therapy partner)
and follow the therapy partner referring to the schedule. Therapy
partner to indicate where they are on the visual schedule, which
activity has been completed and what will happen next.
2.2. Child is able to look at the visual schedule (when prompted to do
so by therapy partner), find the activity that has been completed
and move it to a “completed” or “done” section.
2.3. Child is able to look at the visual schedule (when prompted to do
so by therapy partner), find the activity that has been completed,
move it to a “completed” or “done” section and determine which
activity should be done next.
2.4. Child is able to refer to the visual schedule to determine what will
happen next (without being prompted by therapy partner).
2.5. Child is able to follow a simple visual schedule independently
within a structured timeframe (such as structuring independent
play/work).
2.6. Generalize to different environments.
3. Checklists
3.1. Child is able to look at a checklist (set up by therapy partner) and
follow the therapy partner’s lead when referring to the checklist.
3.2. Child is able to look at the checklist (when prompted to do so by
therapy partner), find the activity that has been completed and
cross it out to indicate that it has been completed.
3.3. Child is able to look at the checklist (when prompted to do so by
therapy partner), find the activity that has been completed, cross it
out and determine which activity/step should be done next.
3.4. Child is able to refer to the checklist to determine what will happen
next (without being prompted by therapy partner).
3.5. Child is able to follow a simple checklist independently within a
structured timeframe (such as structuring independent work or
chores).
3.6. Child is able to set up his/her own checklist (when asked to do so)
in order to stay on track or remember things to be completed.
3.7. Child is able to identify the need for creating a checklist and creates
his/her own checklist in order to stay on track or remember things
to be completed.
3.8. Generalize to different scenarios.
G. Task initiation
1. Child sees a toy or activity that he/she enjoys and starts engaging in it.
2. Child allows therapy partner to join in on a game that he/she is engaged
in.
3. Child shares enjoyment (smiles, laughs, interacts etc) with therapy partner
while engaging in a game or activity together.
4. Child finds a toy/game and invites therapy partner to join in on the game
(through gestures, eye contact, sounds or other communication).
5. Child generalizes this skill to siblings/peers.
H. Organizing
1. Chores and daily activities
1.1. Child is able to complete simple chores or tasks that involve sorting
with guidance from the therapy partner.
with subtle prompts from the therapy partner.
independently.
1.5. Generalize to other people (parents and/or guardian).
2. Daily planners and schedules
2.1. Child is able to look at a daily planner/schedule (set up by therapy
partner) and follow the therapy partner’s lead when referring to
the daily planner/schedule.
2.2. Child is able to look at the daily planner/schedule (when prompted
to do so by therapy partner), find the activity that has been
completed and cross it out or move to the “completed” section to
indicate that it has been completed.
2.3. Child is able to look at the daily planner/schedule (when prompted
to do so by therapy partner), find the activity that has been
completed, move it to the “completed” section and determine
which activity/step should be done next.
2.4. Child is able to refer to the daily planner/schedule to determine
what will happen next (without being prompted by therapy
partner).
2.5. Child is able to set up his/her own daily planner/schedule (when
asked to do so) in order to stay on track or remember things to be
completed.
2.6. Child is able to identify the need for creating a daily
planner/schedule and creates his/her own checklist in order to stay
on track or remember things to be completed.
2.7. Generalize to different scenarios.
3. Independent play stations
3.1. Child is able to complete a game/play activity with guidance from
3.2. Child is able to complete a game/play activity with subtle prompts
from the therapy partner to stay on track.
3.3. Child is able to complete a game/play activity independently and
pack away at the end of the activity when asked to do so.
3.4. Child is able to complete a game/play activity independently and
pack away at the end of the activity.
3.5. When asked to do so, Child is able to choose a game/activity,
complete the game/activity independently and pack away at the
end of the activity.
3.6. Child is able to follow a visual schedule/checklist to complete all
steps of the independent play time independently with some
reassurance from the therapy partner.
3.7. When told to go and play, Child is able to follow a visual
schedule/checklist to complete all steps of the independent play
I. Spatial awareness
1. Obstacle courses
1.1. Child is able complete a simple, contrived, one-step obstacle
“course” with minimal assistance.
1.2. Child is able to watch therapy partner for demonstration and/or
listen to instructions on how to complete an obstacle course.
1.3. Child is able to complete a simple, but longer (2-3 steps) obstacle
course with minimal assistance and redirection.
1.4. Child is able to complete a simple obstacle course with one more
complex addition to the course, with minimal assistance and
redirection..
1.5. Child is able to complete a more complex obstacle course with
minimal assistance and redirection.
1.6. Child is able to set up his/her own obstacle course for someone
else to complete.
1.7. Child is able to improve his/her time and/or skills in completing an
obstacle course.
2. Construction
2.1. Child is able to apply the necessary fine and gross motor skills in
order to engage in a construction game/toy.
2.2. Child builds a structure (any structure) by putting parts/pieces
together (Duplo, Lego, empty boxes and containers, train tracks
etc).
2.3. Child builds his/her own simple structure with an end product in
mind (car, house, etc).
2.4. Child follows instructions in order to build a certain structure (Lego
booklets, instructions from therapy partner etc).
3. Body movement
3.1. Child becomes aware of another person doing an action.
3.2. Child is able to imitate an action that the therapy partner does
(simple, contrived).
3.3. Child is able to imitate actions from a person/character on a
screen.
3.4. Child is able to imitate some dance movements during a
song/game.
3.5. Child is able to imitate most dance movements with fair accuracy
during a song/game.
3.6. Generalize to other people (including peers) in functional
scenarios.
J. Mindfulness
1. Mindful breathing
1.1. Child is able to lie down on his/her back and do slow breathing
(when asked to do so).
1.2. Child is able
2. Active listening
2.1. Child lies down or sits quietly and listens out for a certain sound
(soft bell that therapy partner plays).
2.2. Child is able to listen for a sound (and hear it) that therapy partner
points out amongst other sounds (such as a car horn).
2.3. Child is able to be quiet and identify different sounds that he/she
hears during the quiet time.
2.4. Child is able to tune in to a certain sound (such as someone
speaking) despite of other subtle distractions.
3. Mindful walks
3.1. Child is able to listen for a sound (and hear it) that therapy partner
points out amongst other sounds (such as a car horn) while taking a
walk outside.
3.2. Child is able to hear different sounds during a designated “quiet
minute” while taking a walk outside.
4. Mindful eating
4.1. Child is able to put food in his/her mouth and chew slowly until
food is chewed enough to swallow.
4.2. Child is able to explain what the food in his/her mouth taste like by
identifying descriptive words (with visual or textual prompts as
needed).
4.3. Child is able to explain what the food in his/her mouth tastes like
by using descriptive words.
5. Mindfulness games
5.1. Child is able to quieten down and tune in to the activity.
5.2. Take turns to blindfold one another and have different items to
smell, feel or taste without looking at them. Try to identify what
the item is by relying on smell, sense of touch and/or taste. Only
do this activity with items that your Child is comfortable and
familiar with - do not try to introduce new foods in this manner.
6. Gratitude practice
6.1. Child is able to identify items or people that he/she like.
6.2. Child is able to think of ways to show gratitude (show respect, take
interest, take care of belongings etc).
6.3. Child is able to show gratitude to someone when prompted to do
so.
6.4. Child is able to identify an opportunity to show gratitude.
6.5. Child is able to show gratitude to someone when prepared in
advance.
K. Critical thinking
1. Wh-questions
1.1. Child is aware of the fact that there are a variety of questions that
need to be answered in different ways (becomes aware of different
wh-questions).
1.2. Child is able to respond appropriately to the following wh-
questions in a contrived setting - “what…”, “where…”, “who…”.
1.3. Child is able to respond appropriately to the following wh-
questions (and other) in a contrived setting - “when…”, “why…”,
“how…”.
1.4. Child is able to respond appropriately to a variety of questions in a
functional manner (with the therapy partner) when some prompts
are used.
functional manner (with the therapy partner) without needing any
prompts.
functional scenario in different environments (with the therapy
partner).
functional scenario in different environments and with different
people (generalized).
2. Pro’s and con’s
2.1. Child is able to focus his/her attention on one specific “topic”.
2.2. Child understands the meaning of “positive” versus “negative”.
2.3. Child is able to think of positive and negative reasons, impacts or
characteristics regarding the focused topic, when prompted by the
therapy partner.
2.4. Child is able to weigh up positives versus negatives and determine
a suitable outcome while being prompted by the therapy partner.
characteristics regarding the focused topic, when guided by the
therapy partner.
a suitable outcome, while being guided by the therapy partner.
characteristics regarding the focused topic, and make notes,
independently (when asked to do so by the therapy partner).
a suitable outcome independently.
2.9. Child is able to see the need for weighing up positives versus
negatives regarding a topic/event/item.
2.10. Child is able to generalize this skill (including independence) to
other environments.
3. Facts vs opinion
3.1. Child is able to focus his/her attention on one specific “topic”.
3.2. Child understands what “facts” are.
3.3. Child understands what “opinions” are.
3.4. Child understands that opinions vary and is not necessarily right or
L. Collaboration
1. Child is able to engage in an activity initiated by the therapy partner.

2. Child is able to follow some instructions (at times) during an activity
initiated by the therapy partner.
3. Child is able to share an activity that he/she initiated (and tasks within the
activity) with the therapy partner.
4. Child is able to wait for his/her turn (when appropriate) during activities
with the therapy partner.
5. Child is able to take his/her turn (when appropriate) during activities with
6. Child is able to continue the back-and-forth interaction of turn-taking
during an appropriate activity with the therapy partner.
7. Child communicates appropriately (verbally and/or non-verbally) with the
therapy partner during an activity.
8. Child is able to stay focused on the collaborative activity, taking turns and
interacting appropriately with minimal prompts.
9. Child is able to work through frustration or conflict during a collaborative
activity.
10. Child is able to collaborate during an appropriate activity with the therapy
partner, being responsible and resilient throughout the task.
11. Child generalizes these skills to peers.
12. Child generalizes these skills to family members.
M. Creativity
1. Creative art
1.1. Child is aware of the creative art activity being presented (on
therapy partner’s instruction or invitation).
1.2. Child is able to attempt creative art activities.
1.3. Child is able to attempt creative art activities with confidence.
1.4. Child is able to engage in appropriate creative art activities with
1.5. Child is able to engage in appropriate creative art activities with
minimal guidance from the therapy partner.
1.6. Child is able to take into consideration the environment while
being engaged in the creative art activity (such as careful painting
when done indoors) with guidance from the therapy partner.
1.7. Child is able to take into consideration the environment while
being engaged in the creative art activity (such as careful painting
when done indoors) with minimal guidance from the therapy
partner.
1.8. Child is able to initiate or request creative art activities when
prompted to do so.
1.9. Child is able to initiate or request creative art activities
spontaneously.
2. Problem solving
2.1. Child is able to stop and listen to the therapy partner while the
therapy partner states the problem.
2.2. Child is able to listen to the therapy partner brainstorm ideas of
how to solve the problem.
how to solve the problem and contribute some ideas when
prompted to do so by the therapy partner.
how to solve the problem and contribute some ideas
spontaneously.
2.5. Child is able to consider the pros and cons of each solution with
2.6. Child is able to pick a solution when guided by the therapy partner.
2.7. Child is able to test out the solution with guidance from the
therapy partner.
2.8. Generalize to different environments with guidance from the
therapy partner.
2.9. Child is able to stop and identify the problem when prompted to do
so by the therapy partner.
2.10. Child is able to, independently, brainstorm ideas of how to solve
the problem when prompted to do so by the therapy partner.
2.11. Child is able to consider the pros and cons of each solution
independently, when prompted to do so by the therapy partner
2.12. Child is able to pick a solution independently when prompted to do
so by the therapy partner.
2.13. Child is able to test out the solution when prompted to do so by
N. Information, media and technology skills
1. iPad skills
1.1. Child is able to use the pointer finger to click gently on the iPad.
1.2. Child is able to swipe over the iPad screen, using the pointer finger.
1.3. Child is able to scroll across the screen of the iPad, visually tracking
his/her finger or an appropriate visual on the screen.
1.4. Child is able to play simple games on the iPad, utilizing basic iPad
skills.
1.5. Child is able to switch on and unlock the screen of the iPad.
1.6. Child is able to find an appropriate game on the iPad and open the
game before playing the game appropriately.
1.7. Generalize to different age-appropriate games.
2. Keyboarding
2.1. Child is able to copy a letter/sound that the therapy partner types
on the keyboard.
2.2. Child is able to copy a word that the therapy partner types on the
keyboard.
2.3. Child is able to type a space when prompted to do so by the
therapy partner.
2.4. Child is able to hit the correct key to move on to the next line.
2.5. Child is able to copy a short phrase that the therapy partner types
on the keyboard, utilizing correct spacing etc.
2.6. Child is able to look at a phrase on a piece of paper and copy the
phrase by typing it on the keyboard.
2.7. Child is able to type his/her own words/phrases on the keyboard as
required.
2.8. Child is able to use spellchecker appropriately.
2.9. Generalize to various functional scenarios.
3. Online research
3.1. Child identifies a topic to research with the guidance from the
therapy partner.
3.2. Child identifies suitable words to search for in order to gather
appropriate information with guidance from the therapy partner.
3.3. Child is able to open an appropriate search engine with guidance
from the therapy partner.
3.4. Child is able to type appropriate words in the search bar with
3.5. Child is able to consider different search results, read through
some information and/or look at pictures relating to the research,
3.6. Child is able to identify appropriate answers to previous questions
or add to the information that was previously known to him/her,
3.7. Child is able to utilize the above-mentioned strategies in functional
scenarios when prompted to do so by the therapy partner and with
guidance from the therapy partner throughout the activity.
3.8. Child is able to utilize the above-mentioned strategies
independently in functional scenarios when prompted to do so by
O. Communication
1. Pairing sounds
1.1. Child allows therapy partner to be in close proximity when engaged
with reinforcing activities.
1.2. Child demonstrated an awareness of sounds made by the therapy
partner when the Child is engaged in reinforcing activities.
1.3. Child occasionally attempts to imitate sounds made by the therapy
1.4. Child consistently attempts to imitate sounds made by the therapy
1.5. Child’s approximations of the sounds improve and sounds become
clearer and consistent.
2. Verbal imitation
2.1. Child demonstrates an awareness of sounds and/or words said by
therapy partner.
2.2. Child attempts to imitate sounds and/or words said by the therapy
partner when asked to do so by the therapy partner.
2.3. Child’s approximations of sounds/words become clearer.
2.4. Child is able to imitate sounds and/or words consistently.
3. Visual choice board
3.1. Child understands what the pictures/words on the visual choice
board mean (use real pictures and not clip art).
3.2. Child is able to look at the choice board and choose the preferred
item/activity when asked to do so by the therapy partner and with
maximum guidance from the therapy partner.
item/activity when asked to do so by the therapy partner and with
some guidance from the therapy partner.
item/activity when asked to do so by the therapy partner.
item/activity when subtly prompted by the therapy partner to do
so.
3.6. Child is able to go to the visual choice board and choose the
preferred item/activity spontaneously.
3.7. Generalize to different preferred activities.
3.8. Generalize to other visual choice boards around the house (one in
kitchen for snacks, food and drinks etc).
3.9. Generalize to appropriate visual choice boards in other
environments.
4. AAC devices
4.1. Child understands what the pictures/icons in the communication
program on the device mean.
4.2. Child is able to choose a preferred item/activity by clicking on the
correct icon when asked to do so by the therapy partner and with
maximum guidance from the therapy partner.
4.3. Child is able to choose a preferred item/activity by clicking on the
correct icon when asked to do so by the therapy partner and with
P. Gross motor skills
1. Balance and body coordination games

1.1. Walking on unstable (but safe) surfaces
1.2. Swinging on different swings
1.3. Jumping with 2 feet together.
1.4. Freeze dances or musical statues
1.5. Walking on a line (flat on the floor)
1.6. Walking on balance beam (close to the ground)
1.7. Wheelbarrow walking
1.8. Hopscotch
1.9. Riding a bike/scooter
1.10. Climbing (tree, jungle gym or other play equipment)
1.11. Walks up and down steps, one foot at a time (if age appropriate)
1.12. Somersaults
1.13. Hopping and/or skipping
1.14. Bowling
2. Core strength exercises
2.1. Wheelbarrow walking (hold child by hips to start off with)
2.2. Bouncing (trampoline or on an exercise ball)
2.3. Rolling forwards and backward on an exercise ball
2.4. Swivel on ride-on toys
2.5. Swinging without anyone pushing
2.6. Superman poses (lie on stomach and lift arms and legs)
3. Ball skills and coordination
3.1. Rolling a ball back and forth (with therapy partner)
3.2. Kicking a stationary ball
3.3. Stopping a ball with his/her foot.
3.4. Walk while dribbling ball with feet.
3.5. Kick ball at a target.
3.6. Throw ball in the air.
3.7. Throw and catch a large, soft ball.
3.8. Throw and catch a medium-sized ball.
3.9. Throw towards a target.
Q. Fine motor skills

1. Strengthen hand and finger muscles
1.1. Crumple paper
1.2. Pull stretchy toys
1.3. Squeeze water out of a sponge
1.4. Water spray bottles
1.5. Use tongs to pick up items
1.6. Turning door knobs
2. Playdough activities
2.1. Squeeze
2.2. Roll
2.3. Press fingers into playdough
2.4. Pick objects out of playdough
2.5. Use cookie cutters to cut shapes out of playdough
2.6. Use scissors to cut playdough
3. Improving fine motor control and dexterity
3.1. Scribble outside with chalk (or on blackboard)
3.2. Put small objects in a container using fingers
3.3. Peg washing pegs
3.4. Scoop small items up with a spoon
3.5. Finger painting
3.6. Painting with large brushes/sponges
3.7. Painting with smaller brushes
3.8. Peeling off and putting stickers on
3.9. Lacing and/or threading with larger holes/beads
3.10. Lacing and/or threading with medium-sized holes/beads
3.11. Lacing and/or threading with smaller holes/beads
3.12. Turning pages of a book
4. Cutting
4.1. Use scissors to cut playdough
4.2. Snip off pieces of paper (from s strip of paper) with scissors
4.3. Cut straight lines (on small piece of paper)
4.4. Cut slightly curved lines to practice moving the paper accordingly
4.5. Generalize gradually to curved lines
4.6. Generalize gradually to larger pieces of paper.
5. Drawing
5.1. Scribble on paper
5.2. Imitate vertical lines
5.3. Copy vertical lines
5.4. Imitate horizontal lines
5.5. Copy horizontal lines
5.6. Imitate circle shape
5.7. Copy circle shape
5.8. Imitate cross shape (+)
5.9. Copy cross shape (+)
5.10. Copy square
5.11. Copy diagonal lines
5.12. Copy x shape
5.13. Copy triangle
R. Oral motor skills
1. Oral motor imitation

1.1. Open mouth
1.2. Close lips
1.3. Round cheeks (as in the “sh” sound)
1.4. Round lips (as in the “oo” sound)
1.5. Retract lips (as in the “ee” sound)
1.6. Pucker
1.7. Stick tongue out
1.8. Move tongue from side to side
1.9. Blowing raspberries
1.10. Blowing (bubbles)
1.11. Breathe out audibly
2. Drink from a straw and blow through straw
3. Blowing bubbles (no imitation needed)
S. Self-help skills
1. Washing hands
1.1. Child is able to wash his/her hands with guidance and/or physical
support from the therapy partner.
1.2. Child is able to wash his/her hands with subtle prompts from the
therapy partner.
1.3. Child is able to wash his/her hands independently when asked to
do so by the therapy partner.
1.4. Generalize to other relevant people (parents and/or teacher).
1.5. Child is able to see the need for washing his/her hands when subtly
prompted by the therapy partner and does so independently.
1.6. Child is able to see the need for washing his/her hands and does so
independently.
2. Brushing teeth
2.1. Child is able to brush his/her teeth with guidance and/or physical
support from the therapy partner.
2.2. Child is able to brush his/her teeth with subtle prompts from the
therapy partner.
2.3. Child is able to brush his/her teeth independently when asked to
do so by the therapy partner.
2.4. Generalize to other people (parents).
2.5. Child is able to brush his/her teeth independently as part of a
morning and night routine.
3. Eating with utensils
3.1. Child is able to hold a spoon appropriately.
3.2. Child is able to scoop up food with a spoon (out of a bowl).
3.3. Child is able to scoop up food with a spoon and bring food to
his/her mouth.
3.4. Child is able to repeat the feeding action until he/she has eaten
enough with guidance from the therapy partner.
enough with subtle reminders from the therapy partner.
3.6. Generalize to other environments and/or settings.
3.8. Child is able to hold a fork appropriately.
3.9. Child is able to apply enough pressure to stick the fork into soft, but
firm pieces of food.
3.10. Child is able to apply enough pressure to stick the fork into tougher
pieces of food.
enough with guidance from the therapy partner.
enough with subtle reminders from the therapy partner.
3.13. Generalize to other environments and/or settings.
4. Drinking from a cup
4.1. Child is able to gently pick up a cup with both hands (cup should
only have one mouthful of water inside).
4.2. Child is able to bring a cup to his/her mouth slowly (the cup should
(We need to insert an option here (on the button below) to
print the “concepts and milestones data” sheet that they just
completed. It should be a pdf copy.)
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1.6 First few sessions
So, we are almost ready to start implementing all we have

created into fun, exciting sessions with your child. As you
know innately and by now following our program – building a
positive and trusting relationship is your first goal (with any
child). Have a look at the “first few sessions” template and
print as many as you want before we start including more
goals into your “sessions”.
Guide:
Fill out each document for each day. We will
guide you along the way.
You can print these documents and add it into
your child’s folder (or save it online).
Remember you can always return and fill out the
That was easy! Let’s print the results…
forms again – this is your child’s program and you and him
or her are in control.
What’s next?
I’m ready! Let’s do this…

First Few Sessions Template
First few sessions ideas and guidelines:
*Please note this is a basic program to support you in your sessions with your child. It
should be tailored to each specific child’s interests, needs and personality, which you will be
able to do with the supported documents already received.
This is NOT a tracking sheet. You will receive a different form to keep track of progress,
once a working (and very positive) relationship has been established.
Session 1
Schedule: Concept Ideas Comments and updates

Session 1
Child’s interests Listing interests and Your first session with your child Likes:
and sensory engaging should purely be you establishing
environment what he or she likes and dislikes.
(1-2hrs) You have already Add these to your Likes and
completed forms and Dislikes Profile if needed!
printed profiles that will
help you with this. Sensory activities – most children
(diagnosed with ASD included)
Remember this is the enjoy sensory play, such as
most important time to tickling, squeezing, spinning,
build a fun and exciting safely being thrown up in the air, Dislikes:
relationship with your etc. You do get children that are
child. You want to show hypersensitive and won’t enjoy
that you are interested this, but try some of these
in what they like to do activities out and note what he or
and who they are. You she likes and dislikes and add this
have to be completely to your Sensory Profile.
present during sessions,
but even more so during Bring a bag of toys with you to
the initial rapport- your sessions that your child only
building phase. plays with when you are around
and when you have scheduled
time with him or her. This can be
anything from squeeze balls,
other fiddle toys, stickers, and
bubbles to exciting interactive
games. Go through this bag and
note down what kind of toys your
child likes and dislikes.
Go through the toys in the house

and activities and note down
what he or she likes and dislikes.
Child’s Environment: physical It’s important to observe the Physical
surrounding and people home environment, what your environment:
environment child likes and dislikes and what
(Throughout) we can incorporate to make it
more “autism-friendly”.
Look for possible corners or

rooms to create a sensory corner
for your child. People in your child’s
environment:
How does the rest of the family
interact with your child? Are
there significant inconsistencies
between different people? The
way people use language with
your child, what are their
expectations of him or her?
Joint attention Joint attention and Use highly motivating activities or Indicate what type of
As soon as you social referencing sensory play to engage your child social referencing you
have started (including some eye in and then gently pause the received and the
to establish a contact) activity. Wait for social preferred method for
rapport with referencing from your child and your child:
your child You want your child to then continue. Your aim is for
(After initial 1- want you to be there. your child to want you to be with
2hrs or during) As soon as you have him or her and continue to play.
established a bit of a The social referencing can range
rapport, you want your from eye contact, a gentle touch
child to share activities or a sound.
with you, by reference
to you (eye contact),
sharing smiles with you
and wanting your
attention or to be near
you.
Communication Communication Start with gestures – pointing, Indicate your child’s
(In any form – looking at desired items, pulling preferred way of
gestures, At times, our children you towards them, etc. If your communication:
pictures, sounds, struggle to communicate child is showing you what they
words) their needs and wants. want, give it to them. This is the
It is our responsibility to first way of communicating and
find a way where they should be respected. During the
can communicate this initial stages of rapport building,
with us effectively and do not attempt to impose a
without increasing different form of communication
frustration. on your child.
Behavior Seemingly challenging During your session, make notes Behaviors
behaviors on how your child communicates observed:
It’s important to make their frustration through
notes of your child’s way exhibiting different behaviors.
of expressing his or her These can range from crying,
frustration. shouting, aggression towards
others, self-injurious behaviors,
etc.
Behaviors observed by
Ask other family members about others:
behavior that they have
observed.
Coping skills introduced
It’s important to calm your child if
(if any at this stage):
he or she is exhibiting challenging
behaviors – especially during your
first few sessions. You want to
work on a plan to teach him or
her coping skills, but you need to
build a trusting relationship first.
Meltdowns Meltdowns are very If your child engages in a Note down any
different from meltdown, at any point, your only meltdowns, what
tantrums. When a child job is to calm him or her, keep happened before and
is in a “meltdown them safe and find a way to after and what worked
phase” it is imperative increase their coping skills for best to calm your child:
to support them in future occurrences.
calming down, without
placing more demands There should be NO demands
on them. Please also placed on your child when he or
remember that some she is in a meltdown phase.
children have a “delayed
meltdown” response, You should also make a note of
where the situation that this and make sure you support
triggered it might have your child once the meltdown has
happened a few hours passed as there might still be a
before or even a day(s) delayed reaction later in your
before. session, his or her day or the
following day(s).
Ending off your Playing with an activity Use an activity or toy or sensory Indicate the most to
session or toy. exercise (such as deep pressure, least favorite activities
spinning, safely throwing him or (all should be positive
Incorporate a favorite her in the air, etc.) that your child though):
activity or toy or sensory enjoyed the most and end your
exercise and pull session off with this. The aim
everything together. here is to pull everything together
– getting your child to reference
you for more, to request for this
via gestures/sounds or words and
to want you to be part of the
activity. You always want to end
your sessions on a positive note –
this way, your child will want to
engage with you when you come
for your second session and will
most probably want to make you
proud of him or her.
General:
What did you find difficult in your first session:
What did you find easy in your first session:
Session 2
Schedule: Concept Ideas Comments and update

Session 2
Rapport building Starting your session Always start your session with Note down activities and
(start of your with a favorite toy or an activity that your child toys that are highly
session and activity. enjoys. motivating:
throughout)
Bring toys and new activities to
your sessions to keep it exciting
for your child. Rotate these
activities and toys, to keep the
excitement and interest high
when you arrive for your
sessions.
Explore different sensory

activities with your child, such
as sensory play, art activities,
deep pressure, tickles, spinning,
etc.
Communication Continue to teach your Use PECS (Picture Exchange Indicate your child’s
child a way to effectively Communication System) if preferred way of
communicate his or her needed or an AAC effectively communicating
needs (Augmentative or Alternative his or her needs:
Communication) mode such as
an iPad with a loaded
“Proloque2go” program.
Work on sounds for specific Indicate any progress

items, where you make a list of throughout your session in
targeted sounds you are terms of pictures,
working on. Work on the gestures, sounds, words,
sounds your child finds the etc. used:
easiest. Speech therapists will
at times tell you that you need
to work on specific sounds, but
take the lead here as you know
which sounds are easiest for
your child.
Work on simple one-word

requests for items, if
appropriate.
Remember to encourage your

child throughout as this might
be the most difficult concept for
him or her to work on during
this stage of support.
Behavior Seemingly challenging During each session, it’s Create a simple ABC chart,
behavior important to note down the where you note down the
behaviors you have observed, (A) antecedent, (B)
what happened before the behavior and the (C)
behavior occurred and the most consequence:
effective way of managing the
behavior (to decrease the (We have provided an ABC
anxiety that goes with the chart before – go back to
behavior) that section by clicking
here)
Sensory profile Sensory profiling You have already created a Note down sensory input
Each person is different. sensory profile. Return to your that your child finds
We have different child’s Sensory Profile, by calming or exciting that
sensory needs; different clicking here. Redo some of the you have not yet noted
activities that hype us up areas as you note down new down here:
and calm us down. For sensory areas or create a
this reason, we need to sensory profile for different Calming:
make sure we create a environments (outside, inside,
specific sensory profile novel, school, etc.).
for our child.
Please remember that
sensory profiles can Exciting:
change with time for
each child too. It’s
important to redo a
sensory profile checklist
every few months with
your child.
Another important fact
to remember is that
people are in different
physical, sensory and
emotional states
throughout the day, thus
your sensory profile can
change depending on
the state you are
currently in.
Ending off your Playing with an activity Use an activity or toy or sensory Indicate the most to least
session or toy exercise (such as deep pressure, favorite activities (all
Incorporate a favorite spinning, safely throwing him or should be positive
activity or toy or sensory her in the air, etc.) that your though):
exercise and pull child enjoyed the most and end
everything together. your session off with this. The
aim here is to pull everything
together – getting your child to
reference you for more, to
request it via gestures/sounds
or words and to want you to be
part of the activity. As
mentioned previously, you
always want to end your
sessions on a positive note.
General:
What did you find difficult in your second session:
What did you find easy in your second session:
Session 3
Schedule: Concept Ideas Comments and update

Session 3
Rapport Continue building a Use different activities and toys How did you expand on your
building trusting relationship and introduce ways of expanding child’s interests?
with your child. on their interests.
Concept and Creating a baseline We have provided you with a Refer back to your concept
milestone of where your child checklist of concept and and milestone checklist and
data is in terms of milestones data. Click here to indicate here what areas
developmental access that file now. should be focused on at first.
milestones will help
shape the program
you can incorporate
during your sessions.
PINS Preferences, You have completed a Likes & Indicate here any areas that
Interests, Needs and Dislikes Profile for your child. Click you feel you need to add to
Strengths Profile here to access that Profile and your child’s Profile:
make any additional notes to it.
Visuals Visual support is Make a list of challenging areas for Note down challenging areas
extremely important your child and think of ideas how and ideas for visual support
to incorporate in you can decrease his or her to create for him or her:
your sessions frustration with visual support.
This can include (but not limited
to):
-Visual schedules
- “First-then” cue cards
-Social stories
-Visually calming activities
Ending off Playing with an Use an activity or toy or sensory Indicate the most to least
your session activity or toy. exercise (such as deep pressure, favorite activities (all should
spinning, safely throwing him or be positive though):
Incorporate a her in the air, etc.) that your child
favorite activity or enjoyed the most and end your
toy or sensory session off with this. The aim here
exercise and pull is to pull everything together –
everything together. getting your child to reference you
for more, to request it via
gestures/sounds or words and to
want you to be part of the activity.
Remember to end your sessions
on a positive note!
General:
What did you find difficult in your third session:
What did you find easy in your third session:
Please see the “Extra material” at the end for an ideal environment checklist and “Another
Extra” for ideas for movement breaks.
Extras:
An Ideal Environment checklist - tick when you have implemented each aspect.
Background music – soft, nature sounds or classical music without high-pitched sounds
playing in the background.
Pleasant, safe smells that your child does not find aversive or overwhelming.
A visual schedule for the session is in place.
Any visual clutter, extra toys and items, extra posters on the wall are taken out of the way
and packed away.
There is a comfortable space for you and your child to sit and work at.
There is a chill space for your child to make use of as needed.
Appropriate sensory toys are close by.
Frequent movement breaks are adhered to (use a timer if necessary).
Your expectations of your child are reasonable.
Your child knows what is expected of him or her.
The child is rewarded or praised for meeting expectations in a way that he or she finds
reinforcing.
Interest-based activities are considered an integral part of the session.

Another extra:
Some movement break ideas.
Please note that these are only examples and your child may enjoy movement activities on different levels. Even if you are
only starting out with the program, there may be advanced exercises that your child would enjoy.
Beginner motor exercises Intermediate motor exercises Advanced motor exercises

Jump up and down Free dancing Jog on the spot
Stretch and “touch the ceiling” Touch your toes (try without Free dancing
Make yourself as small as bending your knees) Hand clapping games
possible Star jumps Hopscotch
Free dancing Scrunch up paper Star jumps
Knee hugs Squeeze hands together Punching bag (or punching a
Find objects in a sensory bin Punching bag (or punching a pillow)
Squeeze hands together pillow) Skip
Pats Rolling on carpet Hop on one foot
Punching bag (or punching a Crawling underneath a table or Follow the leader
pillow) chair Do a somersault (with teacher’s
Clap hands above your head Do a somersault (with teacher’s supervision)
Play “Simon says” help) Play “Simon says”
Walking on a line Play “Simon says” Scissor jumps
Visit the sensory area Walking on a line Walking without touching the
Stress balls Walking without touching the line
Massage balls line Stepping stones (can even draw
Animal walks Stepping stones (can even draw “stones” with chalk)
Fiddle toys “stones” with chalk) Copy dancing
Hand shaking Copy dancing Visit the sensory area
Kick ball Visit the sensory area Lie on back and “ride bicycle”
Throw ball Stress balls with legs
Massage balls Stress balls
Tug of war Massage balls
Animal walks Tug of war
Fiddle toys Fiddle toys
Hand shaking Blowing bubbles
Blowing bubbles Rhythmic actions
Rhythmic actions Throwing and catching ball
Rolling ball back and forth
Amazing support! What’s next?
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1.7 Lesson Plans
A lesson plan is always a good idea. It doesn’t need to take a

lot of time to create an individualized lesson plan before each
“session”. We are going to help you create a unique one for
each session in a couple of minutes, whilst you have your
coffee!
Guide:
We actually don’t believe that you need a guide for each form as
you probably have noticed by now that building a program for your
child can be easy and fun given the right resources.
We do however want to encourage you to think creatively when
thinking of the activities you are planning for each session. Take it
all in and bring it together - all the probing (testing out) of likes,
dislikes, sensory needs, strengths, needs, interests, etc. Now is your
time to take what you have learnt and Google the rest! We joke, but
this is in many cases true. We, as professionals many times will
utilize excellent advice that is usually for free on Google and add
these activities when we are working on a specific concept. Don’t
stress – we are going to guide you as we build our very first lesson
plan together!
Daily lesson plan
Child’s name: xxx Let’s do this!
Date: xxx
Date of lesson plan:
Daily Time Concepts to Suggested activities Comments

schedule (+-) include during session
(You can print one of these “daily
lesson plan” sheets with italic writing
to serve as a guide of how to
complete the lesson plan. Then
remove the italic writing to have
space to fill in your own activities,
notes etc.
Remember that ALL activities are

excellent opportunities to include
communication - therefore you can
be busy working on washing hands
and still include communication
targets. We should always be
working on increasing
communication, appropriate coping
skills to decrease challenging
behavior and increasing attention
and focus on staying on task).
Movement 10- Asking for a This is where you will change the activities
break 15min break & each day. You can use the likes & dislikes
profile and the concepts probing sheet to
Gross motor determine which activities you would like to
activities include. Prompt your child to give you a
“break card” or say “break” and then show
him or her the visual choice board of activities
he or she likes. Once an activity is chosen,
engage in this activity until you observe your
child becoming more self-regulated.
Remember that if your child seems lethargic
when you start your session, you can do high-
energy activities. If your child seems too
energetic, you want to suggest calming
activities. Refer to your Sensory Profile for a
list of activities to choose from.
Morning ring 20- Academics & Example:
25min Emotional Start your session (officially) with a
control morning routine where you go over:
Day of the week
Weather
“Who’s here”
Welcome song (keep it the same every
day)
“How are you feeling” (bring in your
emotions chart). Then move over to
the schedule of the day.
Schedule for 5min Planning & Example:

the day Prioritizing & Some children might be able to set up
Organizing their own schedule, some might need
you to help.
Create a visual schedule for the day
with the list of activities (that you
choose or your child chooses) to
complete.
Hygiene 10min Self-help skills Example:

routine Washing hands routine
Washing face routine
(add other targets when appropriate)
Verbal 20min Communication Include sounds, words or phrases that

imitation are being worked on and provide fun
and motivating activities to do so.
Change the activities each time to
increase the motivation of your child
to participate.
Movement 5-10 Asking for a Include a new movement activity

break min break & every day and check your concepts
Spatial and milestones datasheet to be
awareness reminded of the goal that should be
targeted in “spatial awareness”.
Remember to target communication
too!
Snack 15- Self-help skills Preparing a snack, using utensils.

time/lunch 30min Include targets that are appropriate
for your child.
Table-top or 20min Fine motor Provide age and developmentally

floor work activities & appropriate targets here. You can
Communication generalize from school or other
work therapy centers as well as the
concepts probing/milestone data.
Sensory 15min Asking for a Provide a fun sensory game to do here

break break & and give examples of how to get your
Communication child to request for “more” or use
(pairing and specific words or phrases (depending
chaining sounds on where your child is
and words) developmentally). Remember to
change the game or activity each day
and include more, when appropriate
(it can be more than one game too).
Verbal 20min Communication Include sounds, words or phrases that

imitation are being worked on and provide fun
and motivating activities to do so.
Change the activities each time to
increase the motivation of your child
to participate.
Movement 5- Asking for a Include a new movement activity

break 10min break & every day and check your concepts
too!
Creative 20min Creativity & This can include arts & crafts and
work Impulse control should be interest-based. Provide an
& activity per day to focus on and
Communication remember to bring in some functional
words throughout.
Lunch 15- Self-help skills Preparing a snack, using utensils.

30min Include targets that are appropriate
for your child.
Movement 10min Asking for a Include a new movement activity

break break & every day and check your concepts
too!
Table-top or 25min Academics & Include targets that your child is

floor work Fine motor skills currently working on and remember
to take from the concepts and
milestones datasheets.
Exercise 15min Gross motor & Include one gross motor activity, one
time Fine motor & fine motor and a few oral motor
Oral motor & activities.
Spatial
awareness
Independent 20min Task initiation & Include work that your child has
work Inhibition mastered and can attempt completing
control & independently. Provide strategies
Self-monitoring that your child can utilize here, such
as a “rule book” or visual schedule
with or without pictures.
Table-top or 25min Academics & Include age and developmental level

floor work Creativity appropriate targets here from school,
other therapies and concepts and
milestones datasheets.
Interactive 20min Information, iPad games or music and movement

play media and can be targeted here. Also, consult
technology & the current target for “information,
Mental flexibility media and technology” in the
concepts and milestones datasheets.
Quiet time 5min Mindfulness Include some meditation games for

children that are age and
developmentally appropriate for your
child (refer to the concepts and
milestones data sheets). Include more
ways of meditating or practicing
mindfulness when appropriate.
Independent 10min Inhibition Create an “independent play station”

playtime control & self- or explain how to do this. Ask to place
monitoring “mastered” toys and activities on this
table. Your child should be directed to
go play for a bit and then provided
prompts on how long he or she will
need to play. This needs to be
explained here and given ideas how to
sustain your child’s attention on the
specific activity or toy. Eventually,
they have to choose the activity, play
with it and then pack it away again
(ideally).
Sensory 5min Asking for a Provide a fun sensory game and
break break & remember to include functional words
Communication throughout the activity. Remember to
change the game or activity each day
and include more, when appropriate
(it can be more than one game too).
Wrapping up 10min Sensory Make use of a fun, interest-based

break/movemen activity or game to end the session.
t break
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1.8 Weekly Tracking

We are aware that it is important to track progress. We are also
aware of how this might interfere when done throughout your time
with your child. How easy it is to break that special moment due to a
“must-do” tracking sheet that has to be filled out after “each trial”.
Thus, we have, with experience and research-based interventions
developed a better plan – daily lesson plans and weekly tracking. It is
scientifically proven to be just as effective as trial-by-trial tracking. It
also makes more sense – we track what we observe and not just
what we have to complete (a set of trials).
Guide:
We are going to provide you with a template of a weekly
tracking sheet. The way you fill this out is to go to your Concept and
Milestone data sheet and choose the most appropriate goals for that
concept.
Remember, each concept is broken down into easy-to-difficult
targets or goals. Thus, you will start from the top and work your way
Print my first editable lesson plan!
down.
The important thing to note about the number of trials is that
we don’t advocate for 10 trials to be done each time with any child.
It is up to you, as you are the expert of your own child, to determine
the amount of trials your child requires.
The way you score the percentage is also easy – a prompted
(where you help your child) response or an incorrect one are both
Weekly Tracking
Name: xxx
DOB: xxx Okay, got it! Let’s do this
Inclusive Dates: _______________
Cross out the concepts that are not applicable to your child (yet).
Score Description
C Correct Response
I Incorrect Response
P Prompted Response
Concept: Asking for a break
Target:
Activities implemented:
Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Trial 6 Trial 7 Trial 8 Trial 9 Trial 10 %
Comments:
Concept: Mental flexibility
Target:
Comments:
Concept: Impulse control
Target:
Comments:
Concept: Emotional control
Target:
Comments:
Concept: Self-monitoring control
Target:
Comments:
Concept: Planning & Prioritizing
Target:
Comments:
Concept: Task initiation
Target:
Comments:
Concept: Organizing
Target:
Comments:
Concept: Spatial awareness
Target:
Comments:
Concept: Mindfulness
Target:
Comments:
Concept: Critical thinking
Target:
Comments:
Concept: Collaboration
Target:
Comments:
Concept: Creativity
Target:
Comments:
Concept: Information, media and technology skills
Target:
Comments:
Concept: Communication
Target:
Comments:
Concept: Gross motor skills
Target:
Comments:
Concept: Fine motor skills
Target:
Comments:
Concept: Oral motor skills
Target:
Comments:
Concept: Self-help skills
Target:
Comments:
General comments throughout the week:

Now, if your child scores above 75% we believe that he or
she has mastered the specific target. Choose the next target
and remember to check (every now and then) if your child
still retains the understanding of the previous target for that
specific concept.
Click here to print a blank weekly tracking sheet. To save

your current tracking sheet to your Google Drive click here.
Completed
I did it! How do I report on this now?
1.9 Ongoing Reports
You know those overly expensive reports that you always

“need” from each professional? We want to let you write
your own and provide these for meetings with pediatricians
or other service providers, such as Speech therapists,
Occupational therapists and schools.
Guide:
We know it sounds intimidating, but you have already completed most of the
program by yourself and following this guide! You’re on fire!
Creating a report can be easy – if you know what you need to add and how to add
these. We want you to go back to your data – the Concepts and Milestones data as
well as any notes you have made on your Weekly Tracking sheets.
Include the current goal from the Concept and Milestone data in your “Long term
goal” section.
Now break this up into a goal that you know your child will be able to reach that
might be a smaller step towards the bigger goal (for example, if your long-term goal is
to ask for a break vocally, your short-term goal can be to hand you a “break” card or
say a word, such as “go”).
The fun part is finding strategies that will help your child reach these goals. Go wild
– Google for some interesting and “out there” ideas. We highly recommend “Pinterest”
for fun, sensory-based ideas or Montessori websites.
The date for the current goal to be reached should be two weeks to a month from
when you implement the goals. Remember though, some goals can be “ongoing” as
we can’t force a child to reach a goal “on time”.
If you need more ideas though – we are always here for you! Click here if you need
an entire folder of FREE material that we have compiled through the years. You’re
welcome ;)
Ongoing report
Child’s name: xxx Date of report:
Date of birth: xxx
I can definitely do this!
Learning area (concepts) Long-term Current goal Strategies to be Date for
goal implemented current goal to
be reached
Asking for a break

(sensory, movement and
general breaks)
Communication
Mental flexibility
Impulse control
Emotional control
Self-monitoring
Planning & prioritizing
Task initiation
Organizing
Spatial awareness
Mindfulness
Critical thinking
Collaboration
Creativity
Information, media and

technology skills
Videos needed
Additional comments:
You did it! Print the report by clicking

here!
WELL done! You have completed your very first Individual
Educational Plan! We told you it’s easier than you think…
Remember, you can (and should) always go back to previous

sections – you are subscribed for a year – so we recommend
you redo all of your child’s profiles at least every two months.
These profiles change and we want to be prepared for these
changes. One day his or her favorite toy might be a dinosaur
and the next it’s going up and down the escalator. Who
knows? We just need to be prepared for new and exciting
activities that we can create with our children.
Oh, the places you will see and the experiences you will find
together! Happy playing x
Please remember to send through feedback by
emailing us at hello@aimsglobal.info.
Next up, is the PREMIUM SUPPORT – this includes

it all, the IEP, an online therapist assigned to your
family as well as personal and private contact with
a supervisor specifically assigned to your child and
family. Ready for this? We are!
2. PREMIUM SUPPORT
We are honored to provide you with the top-quality
support you deserve! Just to recap what you receive
with this option:
1. An IEP (Individual Educational Plan) program that is

tailor-made for your child. With the premium
option, you also receive exclusive access to online
I am a PREMIUM CUSTOMER
support throughout this process.
2. An online therapist assigned to you to help you
through the IEP and to be available online to
answer basic questions and observe “therapy”
sessions that you have with your child (if and when
you want him or her to do so).
3. Finally, you receive access to a platform where you
can choose your own, a personal supervisor that
will go through the data you complete about your
child. You will also have the opportunity to post
videos in a secure access portal for your supervisor
to go through, make suggestions and provide
strategies to put in place. You will also be able to
send voice notes of any issues or questions you
might have during sessions, before or after! Your
personal supervisor will reply each week and will
attend to videos, voice notes or messages marked
“urgent” first. She or he will have a limited time to
respond each week, but will ensure that all urgent
information is attended to first. Replies will be sent
on the same platform and you will be notified when
this happens.
4. Supervisors and online therapists work closely
together and therefore your online therapist would
be able to help you include strategies and
suggestions from your supervisor into your daily
lesson plans.
Let’s get to it then

What do I get again?
Individual Educational Plan – click here to access it.
You will also see a “live help” button next to all your
forms – this is for Premium Customers only. You have
access to request for help to fill out, understand or
utilize the information on each form by clicking on that
button ☺
Personal supervisor and full access to support services

– this is where the magic happens!
Step 1: Choose your supervisor
Step 2: Have a look at all the different media you can
upload
Step 3: Meet your supervisor and start the process of
sharing, learning and growing together on this journey!

Step 1: Choose your supervisor:
Click on the
photo of the
supervisor
Name: Karla Pretorius

Languages: English & Afrikaans
Degrees & Certificates: Masters in Psychology, AIMS Level
3 Supervisor.
Registered Counselor (ASCHP)
Year started working in the field of ASD and related
disorders: 2004
Profile of children I believe I work with best: Although I
have worked with really young children, I have specialized
in working with children that struggle with executive
functioning and are older than 5 years of age.
Why you would like to work with me: I am quite creative
in my ideas for solving problems. I believe it’s a
collaborative process and I find pure joy in seeing our children and families happy and
learning naturally.
Why you might not like working with me at times: I can be too straightforward at times…
Greatest accomplishment: Starting AIMS Global together with Nanette Botha and
completing a Master's thesis in researching effective support systems for children diagnosed
with ASD.
Biggest fear: Not being able to continue my work and research in this field.
Hobbies: Exploring new countries, cultures and beliefs. I love reading and scuba diving too.
Favorite TV show: I watch anything to do with Psychology…
Name: Nanette Botha

Languages: English & Afrikaans
Degrees & certificates: Bachelors in Education, AIMS
Level 3 Supervisor and Trainer
disorders: 2005
Profile of children I believe I work with best: I believe I
work best with younger children, especially ones that
struggle with communication.
Why you would like to work with me: I am passionate
about teaching children practical, functional skills that
make a real difference in their everyday lives.
Why you might not like working with me at times: I don’t know, but I hope that’s not the
case, haha :)
Greatest accomplishment: Seeing previously overwhelmed, misunderstood children change
into happy, content individuals (through AIMS Global with Karla)!
Biggest fear: Seeing a child being overwhelmed and unable to communicate and not being
able to help.
Hobbies: Being outdoors with my family!
Favorite TV show: I don’t enjoy watching TV
Name: Regine dela Cruz

Languages: Filipino, English, Basic Chinese
Degrees & certificates: Bachelor’s degree in Nursing
disorders: 2015
Profile of children I believe I work with best: I believe I
work best with children that have started to
communicate, but we need to help them to expand on
their interests.
Why you would like working with me: I am empathetic
and I will go the extra mile to meet reasonable
expectations.
Why you might not like working with me at times: I can
be very methodical.
Greatest accomplishment: Witnessing the lives of
children being transformed while empowering family members to be active participants in
their children’s well-being through AIMS Global.
Biggest fear: Losing my curious and inquisitive nature.
Hobbies: I enjoy hiking, cooking, taking photos (of places and other people) and reading.
Favorite TV show: I am not a big fan of TV, but I do love eating pizza!
Great! You have chosen your supervisor, now

let’s start familiarizing you with the platform
for sending notes, messages, and videos to
your supervisor!
PREMIUM SUPPORT INTERACTIVE PLATFORM
1. Comments, notes, messages can all be added here:
Click on the note

to access this
Let’s do this! whenever you
want
2. Voice Notes or other audio recordings can be added

here:
Want to leave a
voicenote to
introduce yourself?
Click on the blue
button!
Let’s do this!
3. Videos can be added here:
Click here to attach your

videos of your child that you
want your supervisor should
see and provide feedback to
by clicking here now!
4. URGENT input will be replied to firstly here:
You will see the button “URGENT”

next to each media that you can
upload. If you tick “URGENT” it will be
the first message your supervisor will
look into, reply to and provide
feedback on. Your feedback will be
provided in this folder – click “urgent”
to the left here. Also, you will be
notified by text and email once you
receive a reply from your supervisor.
And the rest of the feedback?

5. All other feedback will always be sent in this folder:
You will receive an email with other

feedback (non-urgent) when
completed. Remember that you can
change the order of your documents
around – to ensure you receive
feedback on exactly what is most
important at that specific time! Happy
interacting!
YOU HAVE COMPLETED IT ALL! We are so happy to provide

ongoing support on a weekly basis and trust that you will
receive the high-quality support we provide resourceful,
practical and effective. Please do let us know your thoughts
at hello@aimsglobal.info and review our online program
by clicking here. Thank you, enjoy yourself!

AIMS Level 1 App Development (Copy)

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AIMS Level 1 App Development (Copy)

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Selamat Datang di AIMS Online!

Kami bertujuan untuk menyediakan terapis online yang

Tim kami yang berpengalaman telah bekerja di bidang Autism

Program kami dan terapis berdedikasi siap membantu Anda dan

Terserah Anda, tapi kami di sini untuk memberikan kekuatan kembali

Mari kita lakukan!

Kedengarannya bagus! Bagaimana meskipun?

Individual Educational Plans at

Amazing! But how?

We want parents to be in control of their own child’s therapy

The latest research states that a child diagnosed with ASD

Some more important questions

Vocally, with an iPad or an AAC device, gestures, sounds,

Interests: (please list at least 5)

Challenges: (please list at least 5)

Favorite color of this person:

One Page Profile

What I absolutely LOVE: I might need you to

Why is this important?

Research states that individualized programs for children

What else can I get for free?

● AIMS Level 1 training completely for FREE. This

1. FREE AIMS Level 1 training! Click

2. Intro of secrets to connect, build and grow

3. Increase language with visual choice boards

Print FREE worksheets!

Oh, you have only started receiving the

As mentioned before, we keep costs low – so here are the

Option 1: Personalized program:

Think of the cost of a personalized program, training material, resources made by

So, a quick recap: with the premium service, you receive:

1. PERSONALIZED PROGRAM INCLUDING ALL THE DIFFERENT PROFILES,

AIMS Online helps you create an individualized program for

1. An easy step-by-step guide

Similar to the One Page Profile you have completed:

Click here for the rest of your

1.1 One Page Profile

Again, this is all you will (or might) receive by an

Love it! Let’s start…

Pretty will explain what is required of you.

Pretty will explain to you the guide that you will

I can’t wait any longer!

1.2 Communication and behavioral

3. AAC Device(s) and/or PECS

4. Written communication

5. Other modes of communication

ABC (Antecedent, Behavior and Consequence)

These are the ways I I usually feel a certain way

3.AAC devices / PECS as I communicate in a non-verbal

I communicate in a verbal way

of all these modes and I Print these customized charts!

Thanks! Let’s print the Behavioral

It only takes a minute or two to help me cope during these times.

Behaviors: When I usually engage Ways you can help me

Click here to create a Sensory Profile!

1.3 Sensory Profile

I’m ready, let’s do this!

Print my child’s sensory profile now

I may be too excited, silly, When I’m feeling mad,

Remember that the list can

I may feel tired, sad, sick or

Wow! This is so easy. What’s next?