IEP - Jon Rhuie Campaner (DepEd)

SAINT LUKE NEURODEVELOPMENTAL AND THERAPY CENTER
Lot 01 Blk 7 Sampaloc St., (3rd Floor) Purok 14 Brgy. Central Signal, Taguig City
Email Add: lob.puzzle.house@gmail.com Contact No.: 09178162619/09669135476
INDIVIDUALIZE EDUCATION PROGRAM

(IEP)
Client’s Name: Jon Rhuie Campaner_______________________________________
Age: 6 years old_______________________________________________________
Diagnosis: Autism Spectrum Disorder______________________________________
Nature of Service: Holistic Approach Program_______________________________
Date covered: September 12, 2022 – September 28, 2022_____________________
ATTENDED SKILLS ACTIVITY STRATEGIES
 Establish eye
EYE CONTACT  Name calling contact when talking
with activity or to others
without activity
 Reinforce every
positive trail
 Make sure he looks at

you/teacher in
response
 Increase waiting up
WAITING TIME to 20-30 seconds
 Reinforce every
Impulsivity grabbing Phase 1 – 20 to 60 positive trail
seconds
Sitting Tolerance
without Activity Phase 2 -2 to 5 minutes
Phase 3 – 6 to 15 minutes
 Let Rhuie ask or tell

Pointing what he wants to  Present 2 objects
lessen grabbing and let him choose
behavior
 Balloon blow (inhale

Breathing Exercise and exhale)
 Blowing bubbles
RECEPTIVE
LANGUAGE
 with and without

Name calling activity
 sit down
Compliance drills  stand up  Get his attention
 sit well and give feedback
 look at me (“good job” or “very
 quiet hands good”) on the
correct response/
behavior.
Imitation drills
 wave Encourage him to
 clap try again if,
 Physical imitation
 roll however, the action
 tap (tap lap, tap is not carried out or
if there is no
chest, tap
response.
shoulders)
 hand shake/fist
bump
 Rhuie will imitate
 Multiple Imitation  Do this (action), and teacher’s actions
this (action), and this when they are given
(action) by saying, “Do this”.
 Instruction to look at  Look at reinforcing

Following instructions reinforcing object item held by teacher
 Follow simple  ex. Put yellow in the

instructions in basket., Draw a
activity circle.
 Follow instruction to
go to others  Go to teacher
 Follow instruction to
give an item to a  Give the ball to
 person or place an teacher
object
 Follow the  Give teacher a high

instruction to five/ high ten
perform the stated
action
 Washing hand
 Follow instruction in
before eating
routine situation
 Rhuie will give what

Selection by Adjective teacher is asking  Big/small
 Fast/slow
 Introduce more  Long/short
adjective  Hard/soft
 Hot/cold
 Clean/dirty
 Rhuie will be able to  Point shoes, point

Fluent Receptive point to or select nose and eyes
discrimination items from an array
upon request when  Show me
presented in quick , can you find
succession
, point
 Varied instruction , clap
hand.
 Demonstrate action  give Rhuie a pencil

Demonstrate Action using object and paper “draw a
tree”
 Do (action) do  Do jumping and

Multiple action with an (action) and (action) then walking
object
 Teacher will say

Demonstrate Pretend “show me your
Action happy face”
LANGUAGE
COMMUNICATION
 facial massage and
facial tapping; lip
Oral-motor exercises stretching; gum and
and massage cheek pressing;
tongue and jaw
exercises
 modelling and
imitation of lips and
tongue movements
 introduce different
food textures and
temperature
Verbal Imitation
 Animal sounds
 Sound  Transportation
sounds  Use sounds,
educational videos,
and flashcards
 Word  one-two word/s
 Phrases  simple phrases such
as:
 noun phrase
(ex. The red car)
 verb phrase
(ex. The teacher is
speaking)
 adjective phrase (ex.

The big dog)
 Prepositional phrase
(ex. On the red car)
 Rhuie will ask for  “Help please”
Ask others to perform help, by saying the
action or Request for following:  “Open please”
help
 “Borrow please”
Request by saying YES  Saying YES or NO Teacher: “Is this a car?”

or NO with head movement
or by saying it Student: “Yes” (verbally) or
verbally (by nodding his head) as a
response
VISUAL
PERFORMANCE
 Match identical  2D – 2D identical
Matching objects to sample in and
an array of 5 items  3D – 3D identical
or 5 choices
 Match objects to  3D-2D like shape,

picture in an array of colors, letters, fruits,
5 items vegetable etc.
 Sorting 2D and 3D  Use 2D/3D identical

Sorting Identical Items items items
 Sorting by category  Items see in school,

home, park,
transportation, toys,
and food
 Rhuie will look for  Printed materials

Finding the missing the missing item
items  puzzles
 Practice making  printed materials

Picture drawing and drawing and
coloring coloring within the  paper and pencil
border
FINE MOTOR
ACTIVITIES
 Shooting the
 Turn taking Activity basketball
 putting the coin in
the bank
 clamping activity
 Use big and small

 Stringing beads beads
Eye and hand
Coordination  Use two containers,
 Scooping spoon and raw
pasta
 Catching ball  Ball
GROSS MOTOR
ACTIVITIES
 Ball Activity  Catch
 Throw
 Kick
 Roll
 Shoot
 Obstacle course  Use chair to make

obstacle course
 Skip, hop, jump  Jumping on the

trampoline-
crawling- shooting
shapes
 Pointing out body  Charts and printed

LABELING parts using his own materials
body or printed
Identifying body parts materials as visual
illustration
Labeling shapes
Labeling
fruits/vegetables
Labeling colors
 Teacher will ask  Flash cards

Identifying Action “What is the girl
Words doing in the
picture?”
 Rhuie will copy the

action she saw in
the picture
 Show picture of the  Flash cards
Label Items using items  Items/things saw in
Phrase Center
 Rhuie will identify
(it’s a car)
 Identify the  Red car

Label items using  Blue ball
properties of object
Adjective
 Ask Rhuie where is

Label Preposition
the ball by pointing
the position the
object ask
SELF HELP SKILLS
 Wearing and  Shirt

Self-care task removing clothes  Short
 Socks
 Shoe lacing  Shoes
 Zipping and
unzipping pants
 Buttoning and
unbuttoning
Eating  Wiping mouth and  Use of spoon and

face fork while eating
 Hand washing
 Chart or printed
 Use spoon and fork materials given to
follow the step
Potty training  Proper use of toilet
Prepared by:
Danielle Barbette D. Uy
Behavior Therapist Parents/Guardian Signature
Approved by:
Ms. Laizy Miagao

Assistant Case Manager
Noted by:
Lerma O. Bernales, Ph.D., RPm, LPT

SpEd Specialist/SpEd Diagnostician

IEP - Jon Rhuie Campaner (DepEd)

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SAINT LUKE NEURODEVELOPMENTAL AND THERAPY CENTER

INDIVIDUALIZE EDUCATION PROGRAM

ATTENDED SKILLS ACTIVITY STRATEGIES

 Make sure he looks at

 Let Rhuie ask or tell

 Balloon blow (inhale

 with and without

 Instruction to look at  Look at reinforcing

 Follow simple  ex. Put yellow in the

 Follow the  Give teacher a high

 Rhuie will give what

 Rhuie will be able to  Point shoes, point

 Demonstrate action  give Rhuie a pencil

 Do (action) do  Do jumping and

 Teacher will say

 adjective phrase (ex.

Request by saying YES  Saying YES or NO Teacher: “Is this a car?”

 Match objects to  3D-2D like shape,

 Sorting 2D and 3D  Use 2D/3D identical

 Sorting by category  Items see in school,

 Rhuie will look for  Printed materials

 Practice making  printed materials

 Use big and small

 Obstacle course  Use chair to make

 Skip, hop, jump  Jumping on the

 Pointing out body  Charts and printed

 Teacher will ask  Flash cards

 Rhuie will copy the

 Identify the  Red car

 Ask Rhuie where is

SELF HELP SKILLS

 Wearing and  Shirt

Eating  Wiping mouth and  Use of spoon and

Ms. Laizy Miagao

Lerma O. Bernales, Ph.D., RPm, LPT

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