ABLE MINDS THERAPY CENTER

QUARTERLY PROGRESS REPORT

CONFIDENTIAL


Name : Zach Andrey BarceIona
Age : 4.11 years oId
Birth date : December 6, 2006
Report Coverage : (JuIy - September)
Date of Report : October 5, 2011
ScheduIe : MWF 9:00- 10:00 am
Attending BT : Anna Sarah C. Cruz
AngeIo Epea

Expect No. of Sessions for the Quarter :
No. of Sessions CanceIIed :
ActuaI No. of Sessions Attended :

A Cooperation and Reinforcer Effectiveness

Task Objective

Behavior

Remarks


When offered one
reinforcing item or
activity and
another non
reinforcing item or
activity, the
student will select
the reinforcing
item or activity.

Takes his best reinforcer
over the other item offered
to him.

Very good. He can discriminate what
he wants.


Student will look
at and track

Looks the target item in any
position within 3 seconds

nconsistent in this task.
changes in
location of a non
reinforcing item
presented by an
instructor.
with help.

When offered a
common object,
the student will
take the item.

Takes a common object
offered within three seconds
by grabbing it.

Shows good in progress.

When a specific
tangible reinforcer
is available and
there is a clearly
identified
requirement for a
known response
to be performed,
the student will
approach the
instructor and
perform

Approaches the therapist
very occasionally.

nconsistent performance noted.


8 'isuaI Performance

Task Objective

Behavior

Remarks


When provided a
form box or shape
sorter and its
pieces, the student

Puts in shapes to its hole
one by one with his own.

Can do this task very well.
will be able to put
the pieces into the
corresponding
holes in the form
box.

When the given an
object the student
will match to an
identical object in
an array of three
items.

Matches object to objects
without or with distracter.

Able to do this task.

When given an
item, the student
will match the
object to one of
three pictures in
an array.

Matches object to picture
with 2 distracter.

Needs to focus to do this task.

When given a
picture the student
will match to an
identical picture in
an array of three
pictures.

Matches picture to picture
with places 10 on the
table.

Can do this task independently.

C Receptive Language

Task Objective

Behavior

Remarks

Student will look

Looks to the person who

Hard time to sustain eye contact.
at or come to a
person when
called by his
name.
called his name with
assistance from the
therapist.


When given
instruction to do
a preferred
activity in the
context of the
ongoing activity.
The student will
comply with the
instruction.

Complies with the command
with the task that he enjoys,
like jumping on trampoline,
slide and playing puzzles.

Pretty good in progress noted.

Upon request,
student will look
at a reinforcing
item held by an
instructor.

Looks at the reinforcing item
in any position within 3
seconds.

Nice work.

Upon instruction,
the student will
touch preferred
item held in
various positions.

Touches target items in
various positions.

Can do this but sometimes help was
given.

Upon instruction,
the student will
touch a common
item held in
various positions.

Touches familiar items.

Good progress.

The student will
comply with
instructions to do
a preferred
activity even
though it is not
occurring at the
time.
Complies with instructions
such as slide, go jump on
trampoline and play
puzzles.
Assistance was given.

The student will
comply with
instructions to do
a non- proffered
activity when the
activity is
presently
occurring.

Follows with the instructions
like pack away, Hi 5, put
bag on the table.

Nice job.

u Motor Imitation

Task Objective

Behavior

Remarks

Upon request,
student will imitate a
motor activity with an
object.

Replicates actions using
object like drink from cup,
eat with spoon, etc.

Good in imitating actions.

Upon request,
student will imitate a
motor activity
requiring a
discrimination of an
object.

mitates actions with
distracter like write with
pencil, play car, etc.

Nice performance.

Upon request,
student will imitate a
gross motor
movement when
provided with verbal
prompt.

mitates actions, like clap,
wave, stand, and turn
around.

Able to do this activity well.

Upon request,
student will imitate a
gross motor activity
involving foot and leg
movements.

Copies actions, like stomp
feet, marching, kick, etc.

Pretty good improvement.

Upon request,
student will imitate a
gross motor activity
involving arm and
hand movements.

Copies actions, like tap
chest, wave, rub hands,
roll hands.

Great job.

Upon request,
student will imitate
similar actions that
require him to
discriminate whether
the action requires
either a static(held
position) or a
kinetic(movement)
motor movement.

Looks and does the
action when modeled by
the teacher.

Job well done.

Student will imitate
actions when any of
a variety of a

Follows different
instructions given by the
teacher.

Can follow different actions.
instruction are used
to indicate that he is
to imitate an action.

Upon request,
student will imitate
gross motor
movements that he
observes being
modeled by others in
a mirror.

Stares at the mirror and
copies action right after.

Nice performance.

Upon request,
student will imitate a
gross motor activity
involving head
movements.

Looks and does the
actions presented to him.

Nice. Working on with other actions.

Upon request,
student will imitate a
motor activity
involving mouth and
tongue movements.

mitates the actions after
he looks at the teacher.

Easy task for him.

L 'ocaI Imitation

Task Objective

Behavior

Remarks

The student will imitate
a sound when you say
"say__

Utters single sounds.

Cood [ob

The student will be able
to repeat a series of
individual sounds
presented in quick
succession

Produces different sounds
quickly.

Shows very good progress in this
task.

When a word is
modeled for the
student, he will be able
to imitate the initial
sounds of the word.

mitates the initial sounds of
the given word well.

Well done.

student will be able to
repeat variety
of separate sounds in
combination
in which the student
must attend to
both sounds

Produces multiple
separate sound
combination.

Can do this task.

The student will be able
to repeat sounds
matching the speed of
the presented sound.

Utters sounds of "mm
versus "mmmm and their
lengths when assisted.

Good.

Upon request, student
will imitate a sound for
the same number of
repetition as was just
modeled.

Repeats the repetition of
the given sounds.


Nice work.

The student will be able
to repeat sound
combinations in which
the model requires the
student to hold or
elongate the first sound
and smoothly transition
to a second sound(not
merely say two
separate sounds).

Says the given sounds
and held it to a second
sound.

Able to do this task.

The student will be able
to repeat sound
combinations in which
the model requires the
student to repeat
consonant vowel and
vowel consonant
combinations(e.g."eat"
"up" "go" "me")

Produces sounds with the
combination of consonant
and vowel or vowel and
consonant.

Can do this task very well.

The student will be able
to repeat sound
combinations in which
the model requires the
student to repeat
consonant vowel
combinations(e.g.
"mama" "dada"
"peepee" "meme").

mitates consonant vowel
combination like mama,
papa, baba, etc.

Easy task for him.

The student will be able
to repeat sound
combination(words) in
which the model

Utters consonant vowel
consonant combinations.

Great work!
requires the student to
repeat consonant
combinations(e.g.
"mom" "dad" 'top" "pig")

When a word which
contains consonant
blends are modeled for
the student, he will be
able to accurately
imitate the words.

Says two consonant
blends.

Working on.

The student will imitate
a word when you say,
"say bag

Produces different words
given by the therapists.

Very good performance.

The student will imitate
a phrase when you say,
"say ride car

mitates two word phrases
with minimal assistance.

Shows improvement in this task.

The student will imitate
a sequence of number
when you say, "say
______

Utters two number
sequences.

Working on with three numbers.

The student will be able
to repeat words
matching the speed of
the presented word.

Says word at a typical
speed.

Nice work.

l Requests

Task Objective

Behavior

Remarks

The student will
be able to
specifically
indicate items
and activities
which he wants
by pointing to,
pulling to, or
standing by the
particular items
or activities
(without using
words or sign
language).

Pulls therapist hands and
going to the items to ask
what he wants.

Consistent.

The student will
ask for what he
wants when the
reinforcer is
presented and a
word or a sign
given.

Shows signs when she
wants something, like eat,
drink.

Can do this task.

The student will
ask for what he
wants with the
reinforcer
present using
either words or
signs.

Requests her reinforce
using correct and
appropriate signs, like eat
and drink.

Sometimes help was given.

C LabeIing

Task Objective

Behavior

Remarks

The student will
label reinforcing
items.

Labels reinforcing items like
fries and banana.

Can do this task with maximum help.

The student will
label at least 100
objects which are
commonly found
in his
environment.

dentifies 5 common objects
like bag, pen, cup, book and
car.

Slowly in progress.

The student will
label people in his
environment.

Names common people by
showing him a pictures.

Working on.

The student will
label at least 100
pictures of items
which are
commonly found
in his
environment.

Labels common items in a
shown pictures.

Help was given to label the given
items.

The student will
label common
body parts on
himself or others.

dentifies the given body
parts like nose and eyes
with assistance.

Still working on.


P IntraverbaI

Task Objective

Behavior

Remarks

While others are
singing a song,
the student will
be able to fill in
some words and
phrases of
songs.

Fills the missing words in a
song while the therapists
singing it.

Shows good improvement in this task.

The student will
be able to
complete an
open- ended
phrase by
supplying the
missing word(s)
regarding fun
items and
activities.

Fills the missing words
about fun items and
activities.

Working on in this task.


BEHA'IOR
O Shows very good improvement in verbal imitation.
O Verbal self stimulatory behavior and tuning out are observed.
O Good sitting tolerance.
O Follows simple instructions.
O Grabbing food was noted. He cant wait and wants to take the who reinforcing
item from the therapist.
O Shows affection to attending therapists by hugging and kissing.
O Fair eye contact in this quarter.
O He loves to jump on the trampoline.


NEXT QUARTER GOAL
t is recommended that 3/70continue her intervention program to address the
following:
O ncrease receptive skills by giving work that would provide attention, focus, etc.
O dentify more objects, labels and reinforce.
O Lessen hyperactivity to concentrate more on task.
O Grabbing of desired items due to impulsivity.
O ncrease behaviour skills towards the given tasks.
O ncrease his vocabulary words upon requesting something.
O Help him to sustain eye contact.


HOME RECOMMENDATION:
To ensure the continuity of the program, the following recommendations are
given to be implemented at home:
O Provides him activities at home that require gross motor movements to lessen
hyperactivity.
O Make a sign language for his request, to help produce words.
O Practice his receptive skills at home every time he request by looking in the eyes
before he get what he want.
O Provide activities that would require attention focus like lacing, fixing puzzles, etc.
O Give him more activities at home suggested by the therapist than allowing him to
watch television.
O Teach him to names common items arounds him.
O Continue behavioural methods given by the therapist.

Should you have any questions or comments, please feel free to contact us at (02)
461-7177.


Prepared by:

ANNA SARAH C. CRUZ
Attending Behavioral Therapist

Concurred by:

ANGELO ESPENA
Attending Behavioral Therapist



Noted by:


Joeriza D. Ruaya
Program Director