RAINBOW CENTRE

EARLY INTERVENTION PROGRAMME (Margaret Drive)

501 Margaret Drive Singapore 149306

EARLY INTERVENTION PROGRAMME (Yishun Park)

15 Yishun St 61 Singapore 768548

Name of student: Aryan Nur Rizqi Bin Juhaimi

Year: 2017
Programme: Preschool Autism
Class: Pebbles A3
Date of Admission: 1 February 2017

INDIVIDUALISED EDUCATIONAL PLAN

Name of team participant Designation Name of team participant Designation
Ms Ang Cai Wen Class Teacher Ms Michelle Cheong Speech-Language
Therapist
Ms Chew Sze Hui Co-Teacher(s) Ms K.Nagapriyadharsini (till term 1) Occupational Therapist
Ms Tan Yi En Senior Teacher Ms Ann Sim Seng Physiotherapist
Ms Pauline Chia Psychologist
Aryan Nur Rizqi Bin Juhaimi Student Mr Louis Ong Kay Yong Social Worker
Mr and Mrs Juhaimi Parent/s/Guardian Ms Ivy Quah Tian Hui Early Intervention
Therapist

Goal Setting Considerations (student’s pre-requisite skills in each domain and self-regulation profile are considered prior to setting goals)
Specific Measurable Achievable Realistic Time-Bound GOALS

Part One CHILD-FOCUSED GOALS

• Focus on intervention and educational needs of the child
• Consist of Long Term Goals and Short Term Goals

LONG TERM GOALS

• Consist of functional outcomes prioritized by family
• To be achieved by the end of early intervention
• Is made up of 2 to 4 Short Term Goals

SHORT TERM GOALS

• Consist of skills that work towards achievement of Long Term Goal
• Are set for a period of one year, reviewed mid-year

Part Two HOME CARE PLAN

• Focuses on the needs of the family in promoting the child’s development in the home environment
• Outcomes are statements about the changes that families would like to see for their children and/or themselves

Part Three THERAPY SERVICES

• Summarizes the nature and frequency of therapy for the year, reviewed every semester
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 1
Core-Interrelated Strand:
AEPS Criteria 1
Domain:
Social
Sub-Domain:
B2M: Participates in established social routines
Aryan will be able to participate in social and adaptive routines independently.

Short Term Goal 1a

Core-Interrelated Strand: AEPS Criteria 2
Domain: Adaptive
Sub-Domain: A1.4M
Condition Behaviour Score Criteria Generalization Maintenance

During snack time Aryan will be able 1 0 new across 2 settings for at least 3
or meal time, to select and taste foods (e.g. home and weeks
1 or more new 2 1 new school)
types of biscuit or foods
other food 3 2 new
foods
4 3 new
foods
5 4 new
foods

Mid-year Progress Achieved

(School)

Aryan has been able to taste 4 new types of biscuits/snacks (chocolate Score:
flavoured Tiger biscuits, tomato flavoured potato chips, chocolate Lexus 5
biscuits, cheese balls) during food play time. He has been observed to respond Outcome Management
better when he knows what to expect (e.g. visuals showing the food to be tried Achieved
for the day), and when given time to gradually explore the food at his own pace
Achieved
(e.g. by smelling and licking the food first). In Semester 2, this goal will be (Home)
expanded to include Aryan being able to taste 2 new types of food (e.g. cereal,
bread). Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

Aryan has been able to interact with a range of new food types following adult Score:
modelling, by cutting, scooping, and touching the food. These include apples 5
slices, hard cheese, coloured bread, banana chips, tapioca chips. Outcome Management
He continues to benefit from adult modelling within a safe environment in which Achieved
he is allowed to explore the food at his own pace and is not required to taste the
Achieved
food before he is ready. (Home)
Although he has yet to taste a new food type, he continues to eat at least 4
different types of biscuits. Score:
5
Outcome Management
Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 1
Core-Interrelated Strand: AEPS Criteria 1
Domain: Social
Sub-Domain: B2M: Participates in established social routines
Aryan will be able to participate in social and adaptive routines independently.

Short Term Goal 1b

Core-Interrelated Strand: AEPS Criteria 1
Domain: Adaptive
Sub-Domain: A3.2M
Condition Behaviour Score Criteria Generalization Maintenance

When presented Aryan will be to sip 1 0 sips during meal times for at least 3
with liquid on a milk or other weeks
spoon held by an liquids from the 2 2 sips
adult, spoon with
appropriate lip 3 4 sips
closure on the
spoon, 4 6 sips

5 8 sips

Mid-year Progress Achieved

(School)

When presented with milk on a spoon, held by the teacher, Aryan is able to Score:
accept at least 2 scoops of milk placed on his lips. 1
This goal will be maintained in semester 2 as we work towards getting Aryan to Outcome Management
sip liquid from the spoon. Not Achieved
Achieved
(Home)

Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

During snack time, when presented with water on a spoon, held by the teacher, Score:
Aryan is able to take at least 5 sips of water with appropriate lip closure on the 3
spoon. Occasionally, he is also willing to feed himself with the spoon. Outcome Management
Achieved
Achieved
(Home)

Score:
1
Outcome Management
Not Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 1
Core-Interrelated Strand: AEPS Criteria 1
Domain: Social
Sub-Domain: B2M: Participates in established social routines
Aryan will be able to participate in social and adaptive routines independently.

Short Term Goal 1c

Core-Interrelated Strand:
AEPS Criteria 2
Domain:
Adaptive
Sub-Domain:
B1.1
Condition Behaviour Score Criteria Generalization Maintenance

When presented Aryan will be able to 1 with across 0 setting for at least 3
with the visual partcipate in the toilet gestural weeks
routine by:
support during 2 prompt across 1 setting (e.g:
toilet time School/home)
1. Pulling down shorts
and diapers 3 across 2 settings (e.g:
2. Standing at the School and home)
urinal for at least 10
seconds 4 across 3 settings (e.g:
3. Pulling up diapers School, home and
and shorts community)
4. Flush urinal 5 across 4 settings (e.g:
5. Washing hands School, home,
preschool and
community)
Mid-year Progress Achieved
(School)

Aryan is able to transit to the urinal in the toilet and participate in all 5 steps of Score:
the toilet routine independently. 2
This goal will be maintained in semester 2 as we embed it into the home setting Outcome Management
as well as encouraging Aryan to pass urine into the urinal. Not Achieved
Achieved
(Home)

Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

Aryan is able to carry out the toilet routine independently and is currently off Score:
diapers. He is able to respond by saying yes or no when asked if he needs the 3
toilet. At home, he is able to initiate when he needs the toilet. Outcome Management
Achieved
Achieved
(Home)

Score:
3
Outcome Management
Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 2
Core-Interrelated Strand:
AEPS Criteria 2
Domain:
Social
Sub-Domain:
B: Participation
Aryan will be able to follow instructions and participate in group activities and academic tasks
independently.
Short Term Goal 2a
Core-Interrelated Strand:
AEPS Criteria 2
Domain:
Fine Motor
Sub-Domain:
B3M
Condition Behaviour Score Criteria Generalization Maintenance

When presented Aryan will be able 1 4 out of 26 during work with for at least 3
with writing to trace dotted letters teacher weeks
2 12 out of
implement (e.g. uppercase letters 26 letters
pencil or crayon),
3 20 out of
26 letters

4 22.5 out of
26 letters

5 26 out of
26 letters

Mid-year Progress Achieved

(School)

When presented with a writing implement (crayon or pencil), Aryan is able to Score:
trace 17 out of 26 dotted uppercase letters (A, C, H, I, J, K, L, M, N, O, S, T, U, 2
V, W, X, Z). Outcome Management
This goal will be maintained in semester 2 as we work on the other letters. Not Achieved
Achieved
(Home)

Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

During work with teacher and art & craft time, when presented with a pencil, Score:
Aryan is able to trace at least 21 out of 26 dotted uppercase letters. He still 3
requires modelling for letters B, G, K, R and Y. Outcome Management
Achieved
Achieved
(Home)

Score:
1
Outcome Management
Not Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 2
Core-Interrelated Strand: AEPS Criteria 2
Domain: Social
Sub-Domain: B: Participation
Aryan will be able to follow instructions and participate in group activities and academic tasks
independently.
Short Term Goal 2b
Core-Interrelated Strand: AEPS Criteria 1
Domain: Cognitive
Sub-Domain: G5.2
Condition Behaviour Score Criteria Generalization Maintenance

When presented Aryan will be able 1 0 out of 5 during work with for at least 3
with task or asked to demonstrate times teacher weeks
2 2 out of 5
questions in understanding of times
relation to opposite at least 2 pairs of
concepts (e.g. big, opposite concepts 3 4 out of 5
small, long, short) by: times

4 4.5 out of
1) labelling OR 5 times
2) pointing/ taking
OR 5 5 out of 5
3) sorting times

Mid-year Progress Achieved

(School)

When presented with task or asked questions in relation to opposite concepts Score:
(big & small), Aryan is able to demonstrate understanding by labelling, pointing/ 1
taking and sorting big and small 4 out of 5 times. Outcome Management
This goal will be maintained in semester 2 as we work on another pair of Not Achieved
opposite concept.
Achieved
(Home)

Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

Aryan is able to demonstrate understanding of at least 2 pairs of opposite Score:

concepts (big & small, long & short) by labelling, taking and sorting accordingly 3
during work with teacher. Outcome Management
Achieved
Achieved
(Home)

Score:
3
Outcome Management
Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 2
Core-Interrelated Strand: AEPS Criteria 2
Domain: Social
Sub-Domain: B: Participation
Aryan will be able to follow instructions and participate in group activities and academic tasks
independently.
Short Term Goal 2c
Core-Interrelated Strand:
AEPS Criteria 2
Domain:
Social
Sub-Domain:
B2.4
Condition Behaviour Score Criteria Generalization Maintenance

During class/home Aryan will be able 1 5 out of 20 across 3 settings for at least 3
activities, to remain with minutes weeks
2 10 out of
group by staying in 20
seat and/or in minutes
indicated area 3 15 out of
20
minutes
4 16.875 out
of 20
minutes
5 18.75 out
of 20
minutes
Mid-year Progress Achieved
(School)

During class activities (art & craft, sensory play, circle time), Aryan is able to Score:
remain with group by staying in seat or in the indicated area for at least 15 3
minutes. Outcome Management
This goal will be maintained in semester 2 as we increase the duration and Achieved
embed it into different settings.
Achieved
(Home)

Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

During class activities such as circle time, art & craft and sensory food play, Score:
Aryan is able to remain with group by staying in seat or in the indicated area for 5
the whole session which usually lasts for at least 20 minutes. Outcome Management
Achieved
Achieved
(Home)

Score:
3
Outcome Management
Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 3
Core-Interrelated Strand:
AEPS Criteria 2
Domain:
Social Communication
Sub-Domain:
A: Social-communicative interactions
Aryan will be able to initiate and communicate effectively with peers and adults.
Short Term Goal 3a
Core-Interrelated Strand:
AEPS Criteria 1
Domain:
Social Communication
Sub-Domain:
D3.4M
Condition Behaviour Score Criteria Generalization Maintenance

Upon seeing and Aryan will be able 1 with across 1 setting for at least 3
wanting an item to use 3-5 words gestural weeks
and with the utterance to 2 prompt across 2 settings
support of request
communication across 3 settings
3
system

4 across 4 settings

5 across 5 settings

Mid-year Progress Achieved

(School)

When presented with the communication system, Aryan is able to use 3-5 Score:
words utterances by pointing to each visual to request for what he wants during 3
work with teacher time, sensory play and art & craft time, with verbal prompt. Outcome Management
For example, "I want red paint" or "I want more". Achieved
This goal will be maintained in semester 2 as we embed it into different settings
Achieved
as well as expanding on Aryan's sentence structure and vocabulary. (Home)

Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

During food play time, Aryan is able to request and reject using his Score:
communication system independently (e.g. to say "I want eat chips"). Aryan is 5
also able to use at least 3 word utterance to request for the item he wants Outcome Management
during circle time (e.g. to say "I want fan"), activity that he wants to do during Achieved
free choice time (e.g. to say "I want play time"), snack that he wants to have
Achieved
during snack time (e.g. to say "I want cheese ring") and asking for help when in (Home)
need.
Score:
5
Outcome Management
Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 3
Core-Interrelated Strand: AEPS Criteria 2
Domain: Social Communication
Sub-Domain: A: Social-communicative interactions
Aryan will be able to initiate and communicate effectively with peers and adults.
Short Term Goal 3b
Core-Interrelated Strand:
AEPS Criteria 1
Domain:
Social Communication
Sub-Domain:
D1.2M
Condition Behaviour Score Criteria Generalization Maintenance

Spontaneously or Aryan will be able 1 Using 1 word across 2 settings for at least 3
(noun/verb/ad
upon request to comment with jective) weeks
the support of 2 Using 3 words
communication (noun/verb/ad
jective)
system Using 5 words
3
(noun/verb/ad
jective)
4 Using 7 words
(noun/verb/ad
jective)
5 Using 10
words
(noun/verb/ad
jective)
Mid-year Progress Achieved
(School)

Aryan is able to comment on the things he sees and hears around him using at Score:
least 5 different words during transition time and in class. For example, when he 3
hears someone crying, he says, "Crying", when he sees a broken toy, he says, Outcome Management
"Broken". Achieved
This goal will be maintained in semester 2 as we continue to provide him with
Achieved
opportunities and modelling to comment on the things around him. (Home)

Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

During food play time, Aryan is able to add social comments such as "thank you", Score:
following adult modelling. Aryan is now able to comment using at least 3 word 5
utterance on what he sees and hears around him during class time or transition Outcome Management
from one place to another in school. For example, "Boy is running", "Friend is Achieved
angry", "Friend is not here". He is able to use a variety of nouns (e.g. names),
Achieved
verbs (e.g. swim, run) and adjectives (e.g. colours) to describe. (Home)

Score:
5
Outcome Management
Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 4
Core-Interrelated Strand:
RCCR
Domain:
Organizational skills
Sub-Domain:
OS1: Individualizing the schedule OS2: Individualizing the work system
Aryan will be able to use the organisational tool with competence to carry out daily and academic
tasks independently.
Short Term Goal 4a
Core-Interrelated Strand:
RCCR
Domain:
Organizational skills
Sub-Domain:
OS 1: Individualizing the schedule
Condition Behaviour Score Criteria Generalization Maintenance

When shown a Aryan will be able 1 indepen 0 out of 5 times for at least 3
photo/ symbol to transit and dently weeks
representing an move to the
activity/ place or various activities/ 2 2 out of 5 times
given information places
about where to go 3 4 out of 5 times
4 4.5 out of 5 times

5 5 out of 5 times

Mid-year Progress Achieved

(School)

When shown a symbol representing an activity/ place or given information Score:

about where to go, Aryan is able to transit and move to the various activities/ 5
places independently for all settings in school. Outcome Management
This goal will be expanded in semester 2 as we introduce Aryan to a written Achieved
word schedule in the form of a checklist where he has to place a tick against
Achieved
each activity that he is transiting to. (Home)

Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

Aryan follows a full day schedule with visuals made up of pictograms and Score:
words. He is able to make reference from his schedule on what comes next and 5
transits independently for all activities upon given instruction to check schedule. Outcome Management
Achieved
Achieved
(Home)

Score:
5
Outcome Management
Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3
Long Term Goal 4
Core-Interrelated Strand: RCCR
Domain: Organizational skills
Sub-Domain: OS1: Individualizing the schedule OS2: Individualizing the work system
Aryan will be able to use the organisational tool with competence to carry out daily and academic
tasks independently.
Short Term Goal 4b
Core-Interrelated Strand:
RCCR
Domain:
Organization skills
Sub-Domain:
OS 2:Individualizing the work system
Condition Behaviour Score Criteria Generalization Maintenance

At an individual Aryan will be able to: 1 with gestural during work with for at least 3
prompt
work table 1. Refer to his matching teacher and work weeks
work system alone
2. He will pull off each with verbal
card and fasten it to its 2
prompt
match on the trays in a
3 independently
top to bottom sequence
3. Stand up to get and 4 with verbal
return his task close to his prompt with a
left checklist
4. He will transit to the
next activity by checking
5 independently
with a
the last visual cue checklist
Mid-year Progress Achieved
(School)

During work with teacher and work alone, Aryan is able to refer to his matching Score:
work system and pull off each card in a top to botton sequence independently. 3
He is able to match the card to its matching tray, take and keep the tray upon Outcome Management
completion of task, independently. He then proceeds to check his schedule upon Achieved
given verbal instruction at the end of work time.
Achieved
This goal will be expanded in semester 2 as we work towards using a checklist (Home)
for work system.
Score:
1
Outcome Management
Not Achieved
End-of-year Progress Achieved
(School)

Aryan continues to be able to use the matching work system independently Score:
during work with teacher and work alone. Currently during work with teacher, he 4
is able to use a checklist with verbal prompt (to check off and identify what comes Outcome Management
next). Achieved
Achieved
(Home)

Score:
4
Outcome Management
Achieved
 RAINBOW CENTRE EARLY INTERVENTION PROGRAMME INDIVIDUALISED EDUCATIONAL PLAN
MARGARET DRIVE/ YISHUN PARK YEARLY-BASED

Name of Student: Aryan Nur Rizqi Bin Juhaimi Programme: Preschool Autism
Year: 2017 Class: Pebbles A3

HOME CARE PLAN

Resources / Source Review
Date/ No. Outcome Statement Progress
of Support Date/Remarks
06/03/2017 Parents to use visuals and Parents May 2017 1 (No longer a
communication file to need)
communicate with Aryan at
home. For example, to show
him the visual of the place
he is going before going out.

06/03/2017 Parents to provide Parents May 2017 3 (Implementation

opportunities for Aryan to Began - still a need)
carry out daily living skills at
home such as
October 2017 7 (Completely
1. Toilet routine Accomplished)
2. Dressing and undressing

06/03/2017 Parent to carry out activities Parents May 2017 5 (Accomplished -

(e.g. simple art & craft, fine not to satisfaction)
motor activities, tracing) in a
structured work system at
home. 6 (Mostly
Accomplished)

Legend
1 No longer a need, goal, or project
2 Situation unchanged - still a need/goal/project
3 Implementation begun; still a need/goal/project
4 Outcome partially attained/accomplished
5 Outcome accomplished but not to family's satisfaction
6 Outcome mostly accomplished to family's satisfaction
7 Outcome completely accomplished to family's satisfaction