Mary Vance

SPED 465
465 Integrated Assignment
12/13/13
Assessing, Planning, Instructing, Repeat
Identifying Information
Childs Name: Harry
The two AEPS developmental areas administered: Social-communication and Social
Results of Assessment (see form attached)
Planning for Instruction/Intervention
Social-communication goal: Harry will carry out two-step directions without contextual
cues twice daily. This is important to the family because the older Harry becomes, the
more directions he will need to follow at home, school, and other everyday locations. It
will be necessary for him to be able to follow multi-step directions without contextual
cues. By successfully completing this goal, Harry will be able to move on to directions
with more and more steps.
Social goal: Harry will initiate communication with peer twice daily. This is important to
the family because positive social interaction is an extremely essential part of life. If
Harry completes this goal, he will be able to move on to initiating social behavior and
playing with peers. In doing this, Harry will have a stronger ability to maintain
interactions with peers and grow socially.

IFSP/IEP Objective
Social-communication objective: Harry will carry out two-step directions with contextual
cues twice daily.
Social objective: Harry will respond to communication from peers twice daily.
Classroom Activity Matrix (see form attached)
Planning for Embedded Learning (see Instruction-at-a-Glance forms attached)
Recommendations for Home
Social-communication: One way to embed this objective would be to practice providing
directions with cues every day. One example would be to tell him to put on his shoes
and then his coat before leaving to go somewhere. The cues you give would be to point
to the shoes and coat. Another example would be to tell him to clean up his toys and
then come to the kitchen to eat. You could provide clues such as modeling motions that
explain what he should do.
Social: One way to embed this objective would be to invite peers over for playdates at
the house. One example would be to provide them with a game to play that requires
two people. This would allow for interaction to occur. Another example would be to
offer the children snack on one plate. This might spark interaction relating to how much
each child gets to eat.
Data Collection to Inform Instruction
Social-communication: For this objective, I would collect data using an event recording
frequency chart. I could tally the number of times he follows directions with cues each
day during each activity. This would display what times of day he is able to follow
directions and what times he needs more assistance.
Social: For this objective, I would collect data by using written descriptions such as
running records or anecdotal notes. This would be most beneficial because it would be
helpful to know the details of the interactions Harry has with others. One would be
better able to see the progress by observing and noting exactly how he responds to
peers.