natasha khoo and chua anne may assignment 1 final

7/26/2019 Natasha Khoo and Chua Anne May Assignment 1 FINAL

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Natasha Khoo Yi Ying 2139664

Chua Anne May 210054

Longitudinal Curriculum Development Plan

A. Description of Student

Attached under Appendix 1 incudes a signature consent o! parenta consent to o"ser#e $tudent % at ho&e

and in the schoo' (he consent )as signed during the ho&e inter#ie)'

$tudent % is a 4*year*od "oy and the ony chid o! his parents' +e )as diagnosed )ith Autis& $pectru&

,isorder -A$,. and attends the /ary nter#ention rogra&&e at ain"o) Centre since anuary 2014'

$tudent % is a happy and acti#e chid' +is grandparents care hi& !or a!ter he returns ho&e !ro& the Centre

)hie his parents are at )or' +e spends &ost o! his ti&e at ho&e paying )ith toy cars a so!t "a

dooding on the doode "oard running a"out the apart&ent )atching ad#ertise&ents and Chinese ne)s

teecasts on tee#ision )ith his grand&other' $tudent % has di!!icuty )ith speech' +e is una"e to producespeech sound to e!!ecti#ey co&&unicate )ith his parents' +e o!ten "a""es )ith )ord*ie sounds )hich

o!ten poses a chaenge !or his parents and paterna grandparents to understand his needs and reuests'

7hen he )ants his parents8 attention he has earned to grasp their hand and ead the& to either pay )ith

hi& or to retrie#e so&ething !or hi&' $tudent % dispays stereotyped "ody &o#e&ents such as u&ping )ith

hand !apping &o#e&ents' According to his parents the !reuency o! his u&ping and hand !apping

&o#e&ents ha#e decreased as they ha#e "een re&inding hi& to ony cap )hen he is happy or !ees excited'

At the ain"o) Centre the Assess&ent /#auation rogra&&ing $yste& -A/$. Chid :"ser#ation ,ata

ecording ;or& -C:,;. !ro& "irth to three years is the &ain assess&ent too used to target goas !or

$tudent % e#ery year' According to the A/$ in the !ine and gross &otor do&ain $tudent %8s scored <0=

)hich is eui#aent to the de#eop&enta age o! a 3 years chid' n the adapti#e do&ain he is a"e to

s)ao) iuids "rings !ood to &outh using utensi and aso pics !ood )ith !ingers' +e sho)ed e&erging

sis in this do&ain such as )ashing and drying hands trans!erring !ood and iuid "et)een containers

"iting and che)ing hard on che)y and crisp !oods and to put on shirt and pants' n the cogniti#e do&ain he

is a"e to ocate o"ects in &ore than t)o hiding paces and is a"e to acti#ate &echanica toys' +e

de&onstrated e&erging sis such as retaining o"ects )ith ne) o"ects are o"tained so#ing co&&on

pro"e&s -eg' taing a chair to stand on )hen reaching an o"ect is too high !or hi&. &atching o! pictures

and>or o"ects and using !unctionay appropriate actions )ith o"ects -eg' using a spoon !or !eeding using a

chair !or sitting using a &arer !or )riting.' $tudent % is currenty using the icture /xchange $yste&

-/C$. during snac ti&e !ree pay and )or ti&e that )oud target his socia co&&unication do&ain'

n the socia do&ain he dispayed e&erging sis in responding appropriatey to aduts -eg' responding )ith

hi*!i#e )hen parents initiate. initiates co&&unication to aduts -eg' hand eading to )hat he )ants. uses

appropriate strategies to se!*soothe -eg' going to a corner or con!ined space )hen upset. and participates in

esta"ished socia routines )ith transitiona pro&pt -eg' gi#ing #isua card !or )or ti&e a!ter !ree pay.'





B. Description of Student’s Current Residence

esidence

,uring a recent ho&e #isit an inter#ie) )as conducted )ith $tudent %8s parents to gather

pertinent in!or&ation a"out his current and !uture do&estic eisure and co&&unity en#iron&ents and sis'

$tudent % i#es in a +ousing ,e#eop&ent ?oard -+,?. three*roo& apart&ent at aan ?uit Merah ocated

)ithin )aing distance to K/A' (he i#ing roo& has a so!a strategicay paced in !ront o! the tee#ision'

(he dining ta"e is situated "et)een the so!a and the entrance to the apart&ent' n the itchen there are

ca"inets a cooing area and a co&&on "athroo&' (here t)o "edroo&s one o! )hich is the &aster

"edroo& )ith an attached "athroo&'

$choo$tudent % attends an /ary nter#ention rogra&&e in ain"o) Centre three ti&es a )ee in the &orning

!or a t)o*hour session' +e attends the /ary $tructured (eaching !or /xceptiona upis -/$(/.' (here are

t)o other students in his cass diagnosed )ith Autis& $pectru& ,isorder' n his cassroo& there is a circe

ti&e area snac area and each student has an indi#idua )orstation area' (he centre is has a so!t payroo&

a &uti*sensory roo& a payground and a s)i&&ing poo' $tudent % engages in acti#ities conducted in

each o! these areas )eey' +e is part o! a !eeding group super#ised "y a $peech (herapist )ho heps hi&

)ith ora &otor exercises and exposes $tudent % to di!!erent types o! !ood during the sessions'

C. Description of Student’s Potential Future Residence

;uture esidence

According to $tudent %8s parents they do not ha#e pans to &o#e to a ne) apart&ent in the near !uture'

(hey are reati#ey happy )ith the #arious a&enities that are ocated a short distances !ro& their current

residence'

;uture $choo

$tudent %8s parents ha#e expressed their pre!erence !or hi& to &o#e on to the unior $(/ progra&&e in

ain"o) Centre in 2 years8 ti&e' (his progra&&e is suited !or @ years od to 10 years od chidren )ith

diagnosed )ith A$,' $tudents enroed in the unior $(/ progra&&e attend schoo daiy !or 4 hours a

day' (he cassroo&s are si&iar to those o! the /$(/ rogra&&e a snac area a circe ti&e area and

students are assigned to indi#idua )orstation' /#ery &orning the students )i attend an asse&"y session

)here they sing the nationa anthe& recite the pedge and engage in )ar& up exercises "e!ore they proceed

to cass !or the day8s acti#ities'

An inter#ie) )as conducted )ith the senior teacher o! the unior $(/ progra&&e' $he expained that

students in the unior $(/ progra&&e are reuired to ha#e so&e "asic sis so that earning )oud "e





easier' (hese "asic sis are the a"iity to indicate one8s )ants and needs to se!*soothe a!ter a &etdo)n

to isten to one*step instruction to undress and dress to indicate the need to go to the toiet ha#e on*seat

"eha#iour !or at east 10 &inutes the a"iity to generaise sis to ne) en#iron&ents "e independent at the

)or syste& !oo)ing o! cass schedue and or o"ect transition' $tudent shoud aso "e a"e to attend !our

hours o! cass ti&e !i#e days a )ee'

D. Completed Yellow Boo

Attached in this assign&ent is the co&petion o! the yeo) "oo )hich re#eaed sis in the do&estic

co&&unity and eisure do&ains that $tudent % )i "ene!it !ro& training in' 5 sis )ere chosen !ro& each

do&ain as a priority !or hi& to earn "y the end o! a !u schoo year' (he sis ha#e "een raned in the

section "eo)'





!. "dentification of Sills # "!P $%&ectives

?ased on the ho&e inter#ie) and the raning resuts !ro& the Yeo) ?oo the si areas seected !or a !u schoo year next year and correspondent /

o"ecti#es are in the ta"e "eo)' $is are raned according to e#e o! i&portance )eighted and raned in the yeo) "oo' (he category starts !ro& do&estic

co&&unity and asty recreation and eisure'

'oal

(o.

Su%

Domain

'oal (o.

Sill Domains Categor) Sills "!P $%&ectives

Domestic Leisure Communit)

1 1 ,o&estic *

Broo&ing

+ygiene

7ash and ,ry

+ands

At schoo ho&e or in the co&&unity $tudent % )i )ash and dry

his hands "y turning on the tap putting soap on his hands )ashing

)ith )ater turning o!! the tap and using a to)e to )ipe his hands

independenty 3 out o! 5 ti&es in a day'

2 2 ,o&estic *

Cothing Care

Dse

,ressing n any en#iron&ent )hen $tudent % needs to get dresses he )i

put on his shirt and pants independenty )hen gi#en his cothes 3

out o! 5 ti&es in a )ee'

3 3 ,o&estic *

Broo&ing

+ygiene

(oieting At schoo at ho&e or in the co&&unity $tudent % ) i

de&onstrate understanding o! the toieting routine "y going into

the toiet )here a chid siEe toiet or potty is present tae o!! his

pants and diapers sit on the toiet "o) to reie#e hi&se! !or at

east 5 &inutes "e!ore )earing his diapers and pants !or <0= o! the

ti&e in the day'

4 4 ,o&estic

*Broo&ing

+ygiene

?rush (eeth At schoo or at ho&e $tudent % )i "rush his teeth "y putting

tooth"rush in his &outh "rushing in an up and do)n or side)ays

&otion and rinse his &outh )ith )ater independenty 3 out o! 5

ti&es in a )ee'





5 5 ,o&estic *

Meati&e

?eha#iours

/at di!!erent

#arieties o! !ood

At schoo at ho&e or in the co&&unity $tudent % )i stay on seat

and eat a ser#ing o! di!!erent #arieties o! !ood such as #egeta"es

and chicen gi#en to hi& 3 out o! 5 ti&es in a )ee'

6 1 Co&&unity

$is F

,epart&enta

$tore

;oo)s parent

throughout the

duration o!

"uying things in

the store

At the N(DC near ?uit Merah $tudent % )i !oo) adut

throughout the duration o! the ti&e there )ith a &axi&u& o! 1

hour "y hoding adut8s hand or )aing "eside adut )ith <0=

accuracy !or 3 out o! 5 ti&es a &onth'

@ 2 ✓ ✓ Co&&unity

$is F

+a)er or

;ood Centre

Choosing !ood

that he )ants to

eat

At any !ood centre $tudent % )i !oo) adut around the stas

and seect the !ood that he )ants to eat -eg' through gestures such

as pointing hand eading. 3 out o! 5 ti&es a &onth'

< 3 ✓ ✓ Co&&unity

$is F

Macdonads or

estaurant

(hro)s a)ay

trash in the "in

7hen gi#en an instruction -eg' G(hro)8. and a &ateria in a

restaurant $tudent % )i tae &ateria )a to the dust"in and

thro) it in the dust"in 3 out o! 5 ti&es independenty'

9 4 ✓ Co&&unity

$is *

+airdresser

,octor8s Cinic

e&ain on seat

unti ree#ant

personne ha#e

co&peted their

tas'

7hen seated at the hairdressers saon and doctor8s cinic $tudent

% )i stay on seat throughout the ti&e spent to cut his hair )ith a

&axi&u& o! 10 &inutes )ithout any use o! toys > distractors <0=

o! the ti&e once a &onth'

10 5 ✓ Co&&unity

$is F

,octor8s Cinic

esponds to

na&e )hen he is

caed "y the

receptionist

7hen in the doctor8s cinic $tudent % )i respond to his na&e "y

!oo)ing the adut )ho has caed his na&e into the consutation

roo& independenty )ith adut )hene#er he is gi#en the

opportunity to consut a doctor in the cinic'





11 1 ✓ ✓ ecreationa>

%esiure $is F

$)i&

Dse a ring !oat

to s)i&'

?e!ore getting into the pu"ic or schoo s)i&&ing poo $tudent %

)i put the ring !oat o#er hi&se! to get ready !or a s)i& 3 out o!

4 ti&es a &onth'


%esiure $is F

aint

Dse tripod grasp

to hod a thic

paint"rush to dip

into )atercoour

to paint'

At ho&e and in schoo $tudent % )i use tripod grasp to hod a

thic paint"rush dip it into the paette or tu" o! )atercoour o! his

choice and start to paint !reestye on an art paper'


%esiure $is F

Hisit to pay

area -eg' )ater

pay indoor

payground.

(o initiate pay

"y gesturing

-handing or

pointing to a toy.

to his peers'

n any pay setting $tudent % )i initiate pay "y gesturing

-handing or pointing to a toy. to his peers that he )oud ie to

pay )ith the& in 4 out o! 5 outings'

14 4 ✓ ✓ ✓ ecreationa>

%esiure $is F

ay )ith peers

Maintains pay

near one or t)o

peers'

n any settings $tudent % )i &aintains pay near one or t)o peers

!or a &ini&u& o! 15 &inutes in 4 out o! 5 ti&es in a )ee'

15 5 ✓ ✓ ✓ ecreationa>

%esiure $is F

Cyce

(o &ount a

tricyce and

cyce around

)hie o"ser#ing

sa!ety rues'

At ho&e in schoo and at the par settings $tudent % )i put on

a "icyce he&et &ount a tricyce pace his !eet on the pedas and

cyce around designated area )hie o"ser#ing sa!ety rues in 4 out

o! 5 ti&es in a )ee'





F. Rationale for *)pe and (um%er of Sills

'. A goas set !or $tudent % )ere the &ain ey concerns that )ere "rought up during the ho&e

inter#ie)' $torey and Miner -2011. "eie#e that a students can "ene!it !ro& syste&atic instruction

and are essentia !or so&e' ;or so&e students no &atter ho) &any &odi!ications or

acco&&odations are &ade so&e students &ay not acuire ne) sis and in!or&ation )ithout

syste&atic instruction o! sis' :#era goas that )ere set !or $tudent % ha#e "een chosen "ecause

it enhances his capacity to !unction success!uy in the co&&unity ena"es hi& to !unction in a

three do&ains and in#o#es sis that are o! i&&ediate use!uness to hi& )hich resuts in "eing

suita"e regarding the criterion o! uti&ate !unctioning -$torey Miner 2011.'

+' ,o&estic ,o&ain

' Boas set regarding the do&estic do&ain are i&portant as through earning do&estic sis $tudent %)i reuire ess on*going support in his daiy i!e and contro o#er his daiy i#ing acti#ities )hich is

i&portant !or students )ith disa"iities -$torey Miner 2011.'

' ersona care and hygiene sis that )ere set !or $tudent % incude )ashing hands dressing

toieting and "rushing his teeth' (hese are i&portant sis to earn as it a!!ects a person8s acceptance

)hen interacting )ith peope in the co&&unity or schoo e#entuay )hen $tudent % gro)s oder' A

study done "y ituch et a -2011. isted that <6= o! parents priorities !or students )ith A$, are se!

care sis that incude )ashing dressing and toieting' (here!ore these sis )ere set !or $tudent %'

According to the A/$ -?ricer 2002. the sis chosen !or $tudent % to earn )ere under the

adapti#e daiy i#ing do&ain that is de#eop&entay appropriate !or hi&' (oieting )as chosen it is

an i&portant si to earn so that $tudent % can !uy participate in co&&unity acti#ities and de#eop

a sense o! persona responsi"iity and se!*con!idence -Cicero !adt 2002.' +o)e#er toieting

)as chosen as partia participation as this si reuires a ot o! e!!ort and ti&e that is di!!icut !or

students )ith A$, to earn )ithin a year -Cicero !adt 2002.' ?rushing teeth )as aso chosen as

partia participation as currenty he is not a"e to )ithstand the tooth"rush in his &outh )hich coud

cause so)er progress !or hi& earning the !u tooth "rushing routine' +o)e#er e#en though he is

going to earn part o! the si he is sti capa"e o! earning and heps hi& to go "eyond &ore

presence in a situation -$torey Mier 2011.'

K' (he A/$ -?ricer 2002. aso incuded !eeding as one o! the initia de#eop&enta &iestones' (his

)oud incude taing in and s)ao)ing iuids and sod !oods such as #egeta"es &eat and !ruits

)hich $tudent % currenty does not tae -?ricer 2002.' (his )as aso one o! the &ain concerns that

$tudent %8s parents &entioned during the ho&e inter#ie)'

%' Co&&unity ,o&ain

M' nstruction in co&&unity settings pro&otes generaiEation' 7ith increased opportunities !or

generaiEation the sis earnt at ho&e schoo or in the co&&unity can "e appied interchangea"y





-$torey Mier 2011.' Athough so&e sis taught are under a si&uated en#iron&ent in schoo

-going to the hairdresser and doctor8s cinic. $tudent % can sti earn on seat "eha#iour in schoo in

order to !aciitate generaiEation' Custering on seat "eha#iour !or going to the saon and doctor8s

cinic occurred due to si&iarity o! the si' Aso exposure to these t)o settings )ith appropriate

support and instruction can pro&ote generaiEation o! the si in t)o di!!erent en#iron&ents as )e

-$torey Mier 2011.' ;oo)ing a parent throughout the duration o! "uying things in the store is a

critica si !or co&&unity presence and thus )as set as a goa !or $tudent %' esponding to his

na&e )hen caed in a doctor8s cinic and choosing his !ood that he )ants to eat are aso age

appropriate sis according to the A/$ and it is isted as one o! the criteria regarding

de#eop&enta &iestones -?ricer 2002.'

N' (hro)ing a)ay trash in the "in )as set as this coud "e an instruction that $tudent % can earn togeneraiEe' According to the A/$ ?ricer -2002. incuded !oo)ing one*step #er"a instructions to

"e one o! the initia sis to earn regarding the de#eop&enta &iestones o! a chid' (here!ore "y

setting Gthro)ing a)ay trash in the "in8 $tudent % can earn to generaiEe one*step instruction si

not ony in schoo "ut in the co&&unity as )e'

:' ecreation and %eisure ,o&ain

' According to 7esting ;ox -2009. it is especiay i&portant !or indi#iduas )ith disa"iities to

recei#e instruction in recreation sis' ndi#iduas particuary )ith se#ere disa"iities incuding

A$, ha#e i&ited si repertoires and o!ten experience di!!icuty in o"taining access to

en#iron&ents and peers -7esting ;ox 2009 Coyne ;uerton 2014.' (he author stressed that

it is possi"e !or indi#iduas )ith se#ere disa"iities to "e instructed in recreation sis using a

syste&atic approach to hep in the de#eop&ent o! the sis and thus to &eet their recreation needs'

Coyne ;uerton -2015 7esting ;ox 2009. outined !i#e &aor "ene!its !ro& participation in

recreation and they are an enhanced uaity o! i!e an increase in acceptance and socia reationship

o)er incidence o! inappropriate "eha#iours an i&pro#e&ent in physica )e*"eing and sis !or

integrating into the co&&unity'

I'

' n the seection o! eisure and recreation sis targeted !or instruction the parents o! $tudent % )ere

consuted and they ha#e expressed the !oo)ing sis to "e a priority !or $tudent %' (he sis are

to earn to s)i& )ith a !oat particuary a ring !oat to enoy painting using a paint "rush and

)atercoours to cyce on a tricyce independenty to &aintain pay near one or t)o peers in schoo

and on pay dates and to initiate pay "y gesturing to peers )hen he is in schoo or in other pay

settings' (hese sis )ere )eighted and raned )ith &ost raning !irst the exception o! cycing

)hich had a raning o! t)o'

S.





(' Swimming. According to a research conducted on the "ene!its o! s)i&&ing and )ater exercise !or

chidren )ith A$, resuts re#eaed a signi!icant decrease in the chidren8s stereotypica "eha#iours

-,a)son 2009.' A theory that researchers !ound in the !indings )as that s)i&&ing in#o#es

repetiti#e &o#e&ents )hich are si&iar to se!*sti&uating and repetiti#e "eha#iours that indi#iduas

)ith A$, engaged in' $)i&&ing is a si )hich $tudent % can use !or a i!eti&e and its "ene!its in

signi!icanty increasing an indi#idua8s !itness e#e "aance speed strength !exi"iity endurance

and agiity' (he parents o! $tudent % strongy "eie#e in the "ene!its o! exposing their son to

di!!erent recreation acti#ities and one o! )hich is s)i&&ing' +is parents ha#e introduced a ring

!oat to hi& )ith the intention o! heping hi& "e independent in the poo and therea!ter to earn to

s)i& )ithout a !oat' +o)e#er $tudent % has re!used to use the ring !oat' (here!ore in schoo

$tudent % )i recei#e training to earn to use a ring !oat to s)i& during his )eey s)i&&ingsessions and )i "e a"e to practice it at the pu"ic poo )ith his parents'

+.

H' C)cling. According to ain -n'd'. chidren )ith A$, &ay experience chaenges in "aancing in

coordinating steering and pedaing in no)ing )hen to stop the "icyce "eing a)are o! sa!ety in

deter&ining ho) &uch strength is reuired to push the pedas "eing attenti#e to the sounds around

the& and !oo)ing others' Ne#ertheess chidren )ith A$, can earn to cyce using a syste&atic

instruction to hep the& earn indi#idua steps through a period o! ti&e eading to si &astery

-ain n'd'.' $tudent % is apprehensi#e a"out getting on a "icyce )ith training )hees and earning

to cyce' (hey )oud ie $tudent % to earn the si )ith a tricyce !or a start' +ence in schoo he

)i earn step "y step ho) to cyce on a tricyce' $tudent % )i "e a"e to practice pedaing on a

tricyce at ho&e and in the par as his parent )i purchase a si&iar tricyce once instruction in

schoo "egins'

,.

J' -aintaining pla) near one or two peers and initiating pla) in pla) settings' t is through pay

that chidren in their eary chidhood years !or& !riendships earn socia anguage and pay sis

-7esting ;ox 2009.' $tudent % )i earn to initiate and &aintain pay in cose proxi&ity to one

or t)o peers in cass !or !i!teen &inutes' +is teacher )i pro#ide assistance "y panning acti#ities to

gather his peers around hi& to pay -anney $ne 2006 in 7esting ;ox 2009.' $tudent % )i

earn to "ring a toy to his peers to indicate his interest to pay )ith the&' +e )i aso earn to

generaise this si through his parents8 hep to !aciitate !riendship and socia pay on their #isits to

reati#es8 ho&e and arranged pay dates during )eeends )here $tudent % can "e )ith other

chidren' (his is an i&portant si that $tudent % )i de#eop in order !or hi& to "e integrated in

the schoo and co&&unity en#iron&ents'

Y'





. Conclusion

AA' n concusion through using the Yeo) ?oo and setting goas !or $tudent % !or a !u year

these achie#a"e goas set )i hep $tudent % to earn co&&unity do&estic and recreation and

eisure sis in order to i&pro#e his uaity o! i!e'

A?'

AC'

A,'

A!. '. "tems on Ru%ric Form / Delegation of Parts

1' ,escription o! $tudent * Natasha Khoo Yi Ying Anne May Chua

2' ,escription o! current and !uture en#iron&ents F Natasha Khoo Yi Ying Anne May Chua

3' Co&peted $ections o! yeo) "oo F

a. ,o&estic F Natasha Khoo Yi Ying ". %eisure F Anne May Chua

c. Co&&unity F Natasha Khoo Yi Ying

4' denti!ication o! sis !or each do&ain instruction ationae

a. ,o&estic F Natasha Khoo Yi Ying

". %eisure F Anne May Chua

c. Co&&unity F Natasha Khoo Yi Ying

AF.





A'. References

A+' ?ricer ,' -/ds'.' -2002.' Assessment evaluation and programming system for infants and

children (AEPS), Child observation data recording form l: Birth to three years ( nd ed!)!

au +' ?rooes u"ishing Co'

A'

A' Cicero ;' ' !adt A' -2022.' n#estigation o! a rein!orce&ent*"ased toiet training procedure !or

chidren )ith autis&' "esearch in developmental disabilities, #($), pp' 319*331'

AK'

A%' Coyne ' ;uerton A' -2014.' $upporting ndi#iduas )ith Autis& $pectru& ,isorder in

ecreation -2nd ed'. Dr"ana % $aga&ore u"ications'

AM' ,a)son B' -209.' $ports exercise and the "ene!its o! physica acti#ity !or indi#iduas )ith autis&'

Autism Spea%s' etrie#ed !ro& https>>)))'autis&speas'org>science>science*ne)s>sports*exercise*and*

"ene!its*physica*acti#ity*indi#iduas*autis&'

AN' ituch K' A' Breen' H' A' ,idden ' %ang ' :8eiy M' ;' %ancioni B' /' $iga!oos '

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