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Take a look around! We have a ton to share with you! (and please share with us!). Everything here is hopefully something that will help your little girl fight a stronger fight against Rett Syndrome. Check out our product reviews, tips from other families, and even our own little Rett-"bay" where you can find/sell/donate used items.

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Rett Girl! is only a referral site. Proceed with caution before purchasing an item, trying a new therapy or any of the tips recommended by our users on this site. Girl Power 2 Cure, Inc. is not liable for unsatisfactory or harmful outcomes. Especially in referrals involving diet, supplements or therapy, please check with your doctor before proceeding.

Example IEP Goals and Objectives/Rett Syndrome

Iep Goals and Objectives
Example Goals
Rett Syndrome

Augmentative Communication Goals:

 

Student will use her communication device to identify her written name with 70% accuracy on 3 trials/3 data days

Given 3 out of 4 opportunities in the classroom, Student will spontaneously use her communication device to: a) request objects and/or activities b) greet adults/peers

Using her communication device during unit studies, Student will activate the target symbol given a verbal prompt (i.e., “show me the ___.”, point to the ___.”, “where is the ___.”) with 2 or fewer cues/redirections.

Given her communication device, Student will point to the following survival signs with 70% accuracy: a) exit b) boy’s restroom c) girl’s restroom d) stop sign e) red traffic light (stop) f) green traffic light (go) g) yellow traffic light (slow down/caution) h) crosswalk i) poison j) no (universal sign for “no”)

Goal: Student will use spoken words, low tech picture symbols or a voice output communication aid to communicate in classroom activities in 3 out of 4 opportunities.

1. Student will request a toy or activity by touching or eye gazing at her communication device with assistanceof her communication partner.

2. Student will choose a preferred toy or activity by choosing a picture from an array of 2 to 4 symbols on her communication device by hand gesture or eye gaze

3. Student will respond to teacher directed questions by touching an appropriate symbol on the display of her voice output communication aid when a visual cue or gesture prompt is provided.

Goal: Student will improve his/her communication and language skills by using a voice output communication device, sign/gesture, or word approximations to complete the following objects in his educational environment 70% of the time.

1. Student will participate in small group and language group with and without prompts.

2. Student will participate in non-structured school activities with and without adult prompts. (library, lunch, recess)

3. Student will make choices for preferred activity (toys, songs, etc.) with and without prompts.

4. Student will identify/match an object from choice of two with and without prompts.

1-Student will carry device to various school locations with minimal prompting with 90% accuracy.

2-Student will independently navigate to “home” page using augmentative communication device with 90% accuracy.

3-Student will use device to participate in specials/mainstreamed activities at least 3 times per session with minimal prompting.

4-Student will use device to participate in calendar time when asked a question with 90% accuracy.

5-During times of outward frustration, student will use augmentative communication device to indicate “need a break” or “I don’t like/no/I don’t want” for undesired items of activities with minimal prompting with 80% accuracy.

6-Student will omment “my turn, your turn, finished” during social group time with prompting with 80% accuracy.

7-Student will independently request food/bathroom/help using augmentative communication device in classroom setting with 90% accuracy.

Goal I. “Student” will communicate effectively with all those in the family, school and community.

Goal II. “Student” will use a communication device to communicate during classroom routines.

Goal III. “Student” will use a communication device to request, label, and comment and answer questions throughout the day and across environments.

Benchmarks AAC1. “Student” will use a communication device to communicate a message to a peer and the teacher during circle time

AAC2. “Student” will use a communication device to indicate a choice.

AAC3. “Student” will use gaze to make choices between two objects.

AAC4. The student will use facial expressions, vocalizations, gestures and body language to communicate.

AAC5. “Student” will use an augmentative communication device to communicate with others.

AAC6. “Student” will use an augmentative communication device to communicate cessation of activity.

AAC7. “Student” will use utilize a mode of AAC to answer questions during large group language activities in 4 out of 5 opportunities.

AAC8. “Student” will use utilize a mode of AAC to inform others regarding past events in 4 out of 5 opportunities.

AAC9. When presented with an item, a visual of a carrier phrase and a direction, “Student” will describe items using an augmentative communication device in 4 out of 5 opportunities.

AAC10. “Student” will engage up to 3 conversational turns including conversation starters with adults and peers using an augmentative communication device in 4 out of 5 opportunities.

AAC11. “Student” will respond to social greetings from adults and peers within 90 seconds in 4/5 opportunities.

AAC12. “Student” will respond to questions regarding personal information using an augmentative communication device in 3 out of 4 opportunities.

AAC13. “Student” will use an augmentative communication device to repair a communication breakdown with teacher cueing

AAC14. “Student” will use an augmentative communication device to repair a communication breakdown without teacher cueing at least one time during the school day.

Given picture support and verbal cues, student will make requests and comments during a structured activity.

Given picture support and verbal cues, student will initiate interactions with peers Student will use a communication device to enhance expressive language Student will use her device to produce 5- and 6-word novel utterances

 

Functional Life Skills Goals:

 

S. will match 10 identical symbols given a choice of 4 in a functional context such as cooking, in 3 of 5 opportunities.

S. will match 10 symbols to objects given a choice of 4 in a functional context such as cooking, in 3 of 5 opportunities.

S. will point to or get named symbols and objects from a choice of 4 when used in language games, cooking activities, and other classroom routines, in 3 of 5 opportunities.

S. will point to a “same” or “different” symbol to indicate if pairs of thematic symbols or items are same or different, in 3 of 5 opportunities.

S. will sort 3 items into 2 dissimilar categories, in 3 of 5 opportunities.

S. will make 3 choices of preferred items from an array of 3 during snack by pointing to a symbol or photo to an adult, in 3 of 5 opportunities.

S. will initiate her turn during snack and Circle by pressing a voice-output switch, reaching toward the adult, and/or vocalizing, in 4 of 5 opportunities.

S. will follow verbal directions to “sit, stand, give, go” during daily routines and transitions, with no more than 1 prompt, in 4 of 5 opportunities.

S. will identify a named symbol, photo, or object by touching or selecting it from a choice of 3 during Circle (story, song, weather), attendance, schedule, language games, etc., in 4 of 5 opportunities.

S. will demonstrate understanding of symbols by performing an action or going to the appropriate place when shown a symbol related to daily routines, in 3 of 5 opportunities.

 

Physical and Occupational Therapy

 

*Occupational therapy and Physical therapy are supportive services that may be required to assist a child with a disability to benefit from their education. The Individualized Educations Program (IEP) team is responsible for deciding if the student needs OT/PT services to benefit from their educational program. These services are to provide a child with equal opportunity that would not exist without therapy service and not merely maximization of a child’s potential. Occupational therapists and physical therapists are trained to provide many types of developmental and rehabilitative services.
Legal mandates require the school-based therapist to deliver only those services that are necessary to assist students to benefit from their educational programs. The focus of school based therapy depends on which IEP goals therapy will be supporting. The need for therapy is based the choice of educational goals and whether the expertise of OT or PT is needed to help the student achieve those goals. Some goals may be academic while other goals will focus on student function or the students participation and success in the school environment. Therapists cannot independently determine who does or does not need services. The decision for OT/PT services is determined by the IEP team and it is a team decision.

 
**It is imperitive that your childs team write out what your child needs in therapy and put that in her IEP or she will receive next to nothing especially in reference to PT
Many schools have the childs OT assist during Speech and reading times in reference to hand use. Especially with girls who are lacking in that area. Girls with hand use must have seperate OT therapy minimum of 20 minutes a day x2 per week.

 

Occupational Therapy

 

 
Uses both upper extremities to reach out in a gross motor pattern to grasp object held in front of student

Reaches with both arms 4/5 times

Utilize adaptive equipment and assistive technology to facilitate ability to increase independence in the school setting

Uses acc with little or no prompting from teacher/aide

Using eye gaze or ACC device when appropriate student will make cause and effect choice with facilitation implemented when needed

Makes proper choice 4/5 times

Using eye gaze or ACC device when appropriate student will communicate basic needs with facilitation implemented when needed.
Makes request, communicates basic need 4/5 times

 

Physical Therapy

 

 
Child will maintain her functional transfer skills by attempting to transfer 90/90 chair or bench sitting to/from standing with assistance of one hand held as observed on 2 trials on 2 data days.

Child will maintain her functional gait skills by walking 150 steps on 3 data days. 3 out of 4 trials with standby assistance

Child will build arm,balance and core strength by sit balancing on therapy ball and hand/arm strenth by holding self up hands with use of therapy ball and crawl all 4 posture holds.

Will walk throughout the setting with decreasing assistance by
demonstrating the following.

Walk from classroom to bathroom or PT room with facilitation at shoulders, without
stopping being necessary to correct upright position. 1x/school day

Walk from P.T. room to classroom with peers (assistance as necessary) at speed
necessary to keep up with class. 1x/wk

Will initiate 3 steps independently to reach desired reinforcer

Student will transition into a variety of positions with facilitation each school day 5x/day.

When transitioned from stand to floor student will reach forward with arms and initiate hip and knee flexion (assistance to go to floor as needed) 1x/school day

Once assisted into high kneel and weight shifted C. will bring both legs up to stand, 50% of trials, verbal cues but no help to bring up 1 foot.

Transition into criss-cross sit with verbal cues and prompts starting in supine or another sitting position on floor.

Student will actively participate in going up and down stairs by the following.

With full assistance to help with balance and weight shift student will actively initiate brining first and second foot up on step. 2/4 steps

Down stairs – Student will actively reach forward with 1 foot toward step below while initiating hip and knee flexion of opposite leg 2/4 steps.
Full assistance to support body

Student will pull to stand holding on to someone of something.

Student will pull self to standing using a person or other stable object and no more that 25% assistance 3/5 trials

Student will take steps using assistive device or full assistance of adult

Student will walk with full assistance for 50 feet 3/5 trials

Student will stand supported by equipment or adult

Student will utilize stander up to 50 minutes per day

Transition from supine to sit

Student will independently transition to sitting in 3/5 trials

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