Client’s Name: Clyde S.

Petalio
Age: 6 years old
Diagnosis: Autism Spectrum Disorder
Nature of Service: Holistic Approach Program
Date Cover:
Background Information
Clyde has been attending to Holistic-Approach therapy sessions for 1 hour a day,
twice a week. As of August 2022, attendance is still going on.
The child presently attends the following other service:

At the moment, Clyde is also attending group tutorial for 2 hours a day, thrice a
week with 7 other students, face-to-face modality.

The following objectives have been the focus of management during the past
months:
1. Communication and language development
a. to increase the child's ability to express their wants, needs, thoughts, and
feelings using words, gestures, or alternative communication methods.
b. to improve the child's understanding of spoken language, including following
directions and answering questions.
c. To Foster the child's ability to use communication in social situations, including
making eye contact, taking turns in conversation, and initiating and responding to
social interactions.
d. To teach the child the skills necessary to participate in a conversation, including
taking turns, staying on topic, and using appropriate social language.
e. To increase the child's vocabulary by teaching new words and concepts and
providing opportunities for the child to practice using them in conversation.
2. Social interaction and play skills
a. to encourage the child to develop positive relationships with peers, including
sharing, cooperating, and engaging in play together.
b. to initiate social interactions with others, including approaching peers and asking
to play.
c. to take turns in social situations, including waiting for their turn to speak and play.
3. Behavioral and emotional regulation
a. to reduce the frequency and severity of challenging behaviors, such as tantrums,
self-injury, aggression, and property destruction.
b. to regulate their own behavior, including delaying gratification and controlling
impulsive behavior.
4. Sensory processing and motor skills
a. to regulate their own sensory responses, including seeking out appropriate levels
of stimulation and avoiding over-stimulating stimuli.
b. Enhance the child's body awareness, including awareness of their own position
in space and the movements of their body.
c. Develop the child's fine motor skills, including dexterity and control of small
muscle movements, such as those used for writing, drawing, and manipulating
small objects.
d. To improve the child's gross motor skills, including balance, coordination, and
agility.
GOALS AND PERFORMANCE
Five levels of attainment are used to establish ratings. Please see the rating description
below.
A – Child demonstrates progress and skill is much greater than the expected outcome
or target after intervention
B - Child demonstrates progress and skill is greater than the expected outcome or
target after intervention
C – Child has achieved expected outcome or met the criteria for this goal after
intervention
D – Child demonstrate some progress from baseline
E – Child may demonstrate regression or no progress and skills are much less than the
expected outcome or the target after intervention

GOALS RATINGS REMARKS

To increase the child's ability
to express their wants,
needs, thoughts, and feelings
using words, gestures, or
alternative communication
methods.
Clyde has made significant progress
B in expressing his wants, needs,
thoughts, and feelings using words,
gestures, and alternative
communication methods. Clyde has
increased his vocabulary, and he is
now using more words to express
himself.

To improve the child's B Clyde has made significant progress

understanding of spoken
language, including following
directions and answering
questions
To increase the child's
vocabulary by teaching new
words and concepts and
providing opportunities for the
child to practice using them in
conversation.
To encourage to develop
positive relationships with
peers, including sharing,
cooperating, and engaging in
play together.
in his understanding of spoken
language, including following
directions and answering questions.
Clyde has shown improvement in his
ability to listen and respond to verbal
commands. He is now able to follow
2-step directions and is
demonstrating improved listening
skills.
B
Clyde has made significant progress
in increasing his vocabulary. Teacher
has been teaching Clyde new words
and concepts through reading books,
pointing out objects in the
environment, and asking questions.
Teacher has also provided
opportunities for Clyde to practice
using the new words he has learned
in conversation.
B Clyde has been working on sharing
toys and materials with his peers
during play. Teacher has noticed an
increase in Clyde’s willingness to
share and his ability to take turns.
To initiate social interactions
with others, including B Clyde still on his process to
approaching peers and approach other and initiate social
asking to play. interaction.

To reduce the frequency and B Clyde has been working on reducing

severity of challenging
behaviors, such as tantrums,
self-injury, aggression, and
property destruction.
Develop the child's fine motor
skills, including dexterity and
control of small muscle
movements, such as those
used for writing, drawing, and
manipulating small objects.
property destruction, such as
throwing or breaking objects.
Teacher seen Clyde using alternative
behaviors, such as squeezing a
stress ball or taking a break, to
manage his emotions and avoid
destructive behavior.
A Clyde has shown a good
understanding of how to form letters
and numbers, and he is now able to
write many of them independently.
He is also showing more confidence
in his writing abilities, and he is
seeking out opportunities to practice
his writing skills.

To improve the child's gross Clyde is making excellent progress in

motor skills, including improving his gross motor skills. We
balance, coordination, and will continue to work with his to help
agility. his develop these skills further.

RECOMMENDATIONS
The following are suggested as ways to further improve present skills:
1. Continue your speech communication development sessions, focusing on play
that promotes functional communication as well as behavior control, sensory
integration, and cognitive skills.
2. To help the child learn socializing and communicating, have her participate in
activities with friends, and family.
3. Encouraging more opportunities for Clyde to practice speaking, such as through
conversation and role-playing.
4. Providing a language-rich environment by reading books, singing songs, and
exposing them to new vocabulary words.
5. Providing opportunities for Clyde to practice writing regularly and increase their
endurance.
6. Offering guidance on maintaining a relaxed grip and using proper hand and
finger positioning.
7. Incorporating fun and engaging writing activities to improve Clyde’s confidence
and interest in writing
8. Practice talking to his on a daily basis. So, he won’t lose the interest to speak
even a small number of words. Provide his with educational videos where social
interaction like talking and verbally answering is embedded.
 9. Highlight the value of obedience/compliance and a consistent home routine. The
approaches on how to handle the child and his behavior both at home and in
school shall be discuss with the parents and guardians.
10. Practice complimenting his as he complete duties and correctly complies with
requests and instructions by saying things like, “Very good!” and “Good job!” or
rewarding his with his favorite toy or food.
11. It's essential to provide games and toys that encourage understanding and
cognitive growth. A few examples are storybooks, coloring books, tracing and
matching games, simple educational books, puzzles, Lego, fruits and vegetables,
and toys that encourage symbolic play, such as food and cooking sets, doctor
and nurse sets, etc.
12. Parents or guardians should be firm with the child’s activities whenever he starts
to refuse.
13. By using phrases like "what do you want? ", allow the youngster to communicate
his desires.
14. Encouraging Clyde to set realistic goals and establish a routine to help them stay
focused and on track.
15. Developing organizational and time management skills to help Clyde prioritize
tasks and complete them efficiently.
16. Encouraging Clyde to read and listen to a variety of stories and narratives, which
will help them develop their understanding of language and improve their ability
to respond to inquiries.

Prepared by:

Myla A. Luay, LPT

SpEd Teacher / Therapist Parents/Guardian Signature

Approved by:

Laizy Miagao
Case Manager

Noted by:

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

SpEd Specialist/SpEd Diagnostician