Thye Hua Kwan Moral Charities Ltd.

THK EIPIC Centre @ TP

INDIVIDUALIZED EDUCATIONAL PLAN (IEP) - REVIEW (JUNE)

Section A
Part I: Child's Information

Child's Full Name: Ahmad Lutfi Bin Siswand

Date of Birth: 2-Jul-19

Child's Age as of
4years, 1months
Pre-Case Conference
IEP Period: August 2023 - December 2024
Part II: Name of Team Members

Social Worker: Ms. Glenda Toh Jeng Yu

Teacher(s): Ms. Celisse Wong Zi Qing

Occupational Therapist: Ms. Alison Lim, Nur Safwatin

Speech & Language
Ms. Ruth Lee
Therapist:

Page 1 of 23
Section B: Goals from Family
1 Toileting - to be familiar with toileting routine and be able to verbalize when he need to use toilet
2 Picky eating - to be accepting of vegetable and/or protein like chicken
3 Speech - to increase understanding of words
4 Social interaction - to engage in conversation with parents by answering questions

Page 2 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

Section C : Individualised Educational Plan (IEP) Goals

IEP Goal 1 Related GCO: 1, 2
Lutfi will relate to others by initiating or responding to interactions initiated by others, following instructions, Goal
understanding and using words for a variety of purposes during arrival time, dismissal time, play time, snack Progress
time, gross motor, group time (e.g. work time, circle time etc) at EIPIC with familiar adults.

We know he can do this when he is able to Partially

follow 2-step routine verbal directions independently, use 2 new gestalts to request for preferred items and Achieved
comment on his actions, transitions and/or respond to others, use 1 new gestalt to request for help in 2 or
more situations; at least 6 times a week, thrice per routine, for 2 consecutive weeks.
Short-Term Objectives (STO) Progress Review
STO 1: By: May 2024 Remarks/ Observations: Status:
Follow 3 or more 1-step routine verbal directions Lutfi slots the ball into the bottle when teacher
independently says "Lutfi put ball inside" during PE.

Note: Lutfi frogs jump across the gym area when

- Routine verbal directions should be given in the absence of teacher says "Lutfi, next we frog jump" during
any gestural cues such as pointing gym.
- Ensure you get Lutfi's attention before giving the direction.
Some ways may include getting to his eye level, gently Lutfi keep his toys in the box when teacher says
directing his face towards you, giving directions in quieter "Lutfi, keep toys, we going home" during play
environments time.
Achieved

Example:
Lutfi sits down when Teacher says "Lutfi, sit down" during
circle time.

Lutfi keeps toys in the box when Teacher says "Play time
finish, let's keep toys" after play time.

Lutfi washes his hands when Teacher says "Let's wash our
hands" before snack time.

Page 3 of 23
STO 2: By: Nov 2024 Remarks/ Observations: Status:
Follow 3 or more 2-steps routine verbal directions Progress will be shared during review period.
independently

Note: 2-steps instructions should have two-parts

e.g. (1) Keep toys, and (2) Wash hands

Suggested instructions (but not limited to):

- Keep toys and wash hands
- Wash hands and take tissue
- Push your chair and sit down

Example:
Lutfi keeps car toys in the basket and goes to the toilet to
wash his hands, when teacher says "Keep toys and wash
your hands" during play time.

Lutfi takes a plate and sits down at the table when teacher
says "Take a plate then sit down here." during snack time.

Lutfi keeps the gym ball in the ball pit and walks back to
Teacher when Teacher says "Keep the gym ball and come
over here." during gym time.

Page 4 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

Short-Term Objectives (STO) Progress Review

STO 3: By: May 2024 Remarks/ Observations: Status:
Use 2 or more new gestalts (scripts) to request for preferred Lutfi says "Take your shoes please!" to request
items and/or to get his needs met (Stage 1) for his shoes when Teacher says "Time to go
home, wear your shoes" during dismissal time.
Criteria:
* adults to model gestalts prior in various settings Lutfi says "Eat yummy cake!" to request for
* intonation pattern will be judged if speech is unintelligible more cake when he sees teacher holding the
* only spontaneous utterance is accepted bowl of cake during snack time.

Gestalt examples Lutfi is already using to request: Lutfi says "number 5 we crash" when he wants
- "I want biscuit" to crash with teacher during gym.
- "more biscuit"

Achieved
Example:
Lutfi says "Take your shoes please!" to request for his shoes
when Teacher says "Time to go home, wear your shoes"
during dismissal time.

Lutfi sings "Eat yummy cake!" to request for more cake

when he sees Teacher taking more cake from his snack box
during snack time.

Lutfi sings "gummy gummy gummy gummy gummy bear" to

request for more jelly when he sees Teacher taking more
jelly during food play.

Page 5 of 23
STO 4: By: May 2024 Remarks/ Observations: Status:
Use 2 or more new gestalts (scripts) to comment on his Lutfi says "try again" when he wants to try
actions, transitions or respond to others (Stage 1) putting the the coin into the coin slot during
group time.
Criteria:
* adults to model gestalts prior in various settings Lutfi says "Oh no" when his bowl of cookies
* intonation pattern will be judged if speech is unintelligible toppled on his tray during snack time.
* only spontaneous utterance is accepted
Lutfi sits on the stacked blocks and falls down
Gestalt examples Lutfi is already using to comment: when he says "humpty dumpty had a great fall"
- "Oh no!" when he knocks down his train set during play during gym time.
- sings "Buckle my shoe" when Teacher shows him a picture
of shoes during speech time
- sings "Happy birthday" song when he eats cake during
snack time
Achieved

Example:
Lutfi sings "Humpty Dumpty had a great fall" and pushes the
block tower down during play time. (comment on play)

Lutfi says "Great job, you did it!" to himself, when he stacks
blocks to form a tower during play time. (express joy)

Lutfi says "1, 2, 3...Crash!" when Teacher says "It's gym time,
let's go to the gym", during gym time.

Page 6 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

Short-Term Objectives (STO) Progress Review

STO 5: By: Nov 2024 Remarks/ Observations: Status:
Use 1 new gestalt (script) to request for help in 2 or more Progress will be shared during review period.
situations (Stage 1)

Criteria:
* adults to model gestalts prior in various settings
* intonation pattern will be judged if speech is unintelligible
* only spontaneous utterance is accepted

Note: Lutfi currently requests for help via physical

means/hand-pulling

Example:
Lutfi says "Help me open!" to request for help, when he
struggles to open his snack packet during snack time.

Lutfi says "Oh no, I can't get it" to request for help, when he
tries to reach for a toy container that's placed on a high
shelf during play time.

Lutfi says "Uh-oh" when he knocks over the flour container

by accident and needs help to sweep it up during sensory
play.

Page 7 of 23
IEP Goal 2 Related GCO: 3
Lutfi will participate in eating/drinking during mealtime, food play and snack time at EIPIC with familiar Goal
adults. Progress
We know he can do this when he is able to
explore and engage with at least 12 new food items in various food play activities, up till the highest level
child is comfortable on the food play exploration sequence; at least once per week in any of the routines
across 3 consecutive weeks.

Food play exploration sequence: Using Utensils ---> Fingers --> Whole Palm --> Arm --> Shoulder --> Neck -->
Head --> Nose/Chin/Cheek--> Lips --> Teeth --> Tongue --> Bite + Spit (Increasing bite size/chewing time) -->
/Swallow Partially
Achieved
*Child is invited to explore food items in the above sequence, but should never be forced. He is allowed to
stay at his comfort level for as long as he likes. Adults will continue to model and invite food exploration at a
higher level (1-2 steps above his comfort level). Forcing a child to eat or explore beyond his comfort level will
cause further food adversion. For example, the child is comfortable moving the apples slices up and down his
lower arm. He is not comfortable moving the apple slices further up his arm. Therefore, adult will continue to
engage him at the lower arm level and model moving the apple slices further up his upper arm. She will not
force him to move up to the level of exploring it with his upper arms.

Page 8 of 23
Short-Term Objectives (STO) Progress Review
STO 1: By: May 2024 Remarks/ Observations: Status:
Explore and engage in tactile food play activities with at NOTE: Foods that Lutfi interacts with in EIPIC
least 6 different food items (i.e. carbohydrates, proteins, are strawberry, apple, cauliflower, broccoli,
fruits/vegetables) up till the highest level child is cucumber, kiwi, protein, yoghurt, chicken
comfortable on the food play exploration sequence stated nugget.
in the long term goal
Lutfi takes the cauliflower and broccoli, dips it
Criteria: at least 2 food items each from the protein and into the tub of ketchup, and stamps it onto the
vegetables/fruits food groups pre-writing lines worksheet during food play.

Suggested food items: Lutfi takes the sliced kiwi and cuts them into 4
Proteins - chicken nuggets, tofu, cheese, chickpeas equal pieces with his knife when teacher
Fruit/Vegetables - carrots, capsicum, corn, peas presents to him the kiwi and knife during food
play.
Example: Achieved
Lutfi takes his knife and cuts the sliced
Lutfi moves the carrot slices up and down his arm when the
cucumber into 4 equal pieces when teacher
teacher says "Let's roll the wheels up and down" during
presents to him the cucumber and knife during
food play.
food play.
Lutfi strings the peas on a thread, places them on his neck,
when the teacher gives him a bowl of peas, models the
actions and says "Let's make a necklace!" during food play.

Lutfi uses his fingers to arrange dinosaur nuggets in a line on

his tray, when Teacher gives him the nuggets and says
"Look, the small dinosuars are walking in a line!" during
food play.

Page 9 of 23
STO 2: By: Nov 2024 Remarks/ Observations: Status:
Explore and engage in tactile food play activities with at Progress will be shared during review period.
least 12 different food items (i.e. carbohydrates, proteins,
fruits/vegetables) up till the highest level child is
comfortable on the food play exploration sequence stated
in the long term goal

Criteria: at least 4 food items each from the protein and

vegetables/fruits food groups

Suggested food items: see STO1

Example:
Lutfi moves the little people (cut out chicken meat) up his
arm and towards his face when the teacher models the
same action on her arm and says "Let's make them climb up
a mountain" during food play.

Lutfi presses the cheese down with his finger when the
teacher models the pressing action and says "press yellow
button" during food play.

Lutfi sprinkles the cucumber strips grains using his hands

when the teacher models the same action with her hands
and sings "Rain rain go away!" during food play.

Page 10 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

IEP Goal 3 Related GCO: 2

Lutfi will participating in ADLs (toileting and dressing) during toileting routines, sensory play, outdoor time, art Goal
time at EIPIC and at home with familiar adults. Progress
We know he can do this when he is able to
1) Complete all steps in the toileting routine off diapers and he will be brought to the toilet every 30min at
least twice per week, in any one of the stated routines, over 3 consecutive weeks
2) Request for toileting by asking permission from teacher by using words while remaining dry off diapers at Partially
least twice per week, in any one of the stated rou nes, over 2 consecu ve weeks Achieved
3) Complete all steps to wear shirt/t-shirt
4) Complete all steps to remove shirt/ t-shirt
at least twice per week, in any one of the stated routines, over 3 consecutive weeks
Short-Term Objectives (STO) Progress Review
STO 1: By: May 2024 Remarks/ Observations: Status:
Complete all steps in the toileting routine off diapers and he Lutfi walks to toilet bowl, pulls down diaper and
will be brought to the toilet every 30min pants, sits on toilet bowl for 15 counts, passes
urine, stands up to pull up diaper and pants,
Toileting routine: flushes, and washes his hands when teacher
- Walk to toilet/toilet bowl says "Lutfi, go pee" during arrival.
- Pull down pants and/or diaper
- Sit down on toilet bowl Lutfi walks into the toilet cubicle, pulls down
- Passes urine diaper and pants, sits on toilet bowl, passes
- Pull diaper and pants up urine, stands up, pulls diaper and pants up,
- Flush toilet presses the flush button and washes hands
- Wash hands when teacher says "Lutfi, go pass urine" after
circle time.
Example:
Lutfi pulls down diaper and pants, sits on toilet bowl for 20 Lutfi walks to toilet bowl, pulls down diaper and
pants, sits on toilet bowl for 15 counts, passes Achieved
counts, passes urine, stands up to pull up diaper and pants,
turns to flush toilet and washes hands when teacher says urine, stands up to pull up diaper and pants,
"Lutfi, go toilet" after snack time. flushes, and washes his hands when teacher
says "Lutfi, we go toilet" during sensory play.
Lutfi walks into the toilet cubicle, pulls down diaper and
pants, sits on toilet bowl, passes urine, stands up, pulls
diaper and pants up, presses the flush button and washes
hands when teacher says "Lutfi, go pass urine" after circle
time.

Lutfi walks to toilet bowl, pulls down diaper and pants, sits
on toilet bowl for 15 counts, passes urine, stands up to pull
up diaper and pants, flushes, and washes his hands when
teacher says "Lutfi, go pee" during arrival.

Page 11 of 23
STO 2: By: Nov 2024 Remarks/ Observations: Status:
Request for toileting by asking permission from teacher by Progress will be shared during review period.
using words while remaining dry off diapers

Example:
Lutfi goes up in front of teacher and says "I want toilet"
when he wants to go toilet during play time.

Lutfi taps teacher and says "I want pee" when he wants to
go toilet during work time.

Lutfi goes up to teacher and says "I want pass urine" when
he wants to go toilet during circle time.

Page 12 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

Short-Term Objectives (STO) Progress Review

STO 3: By: May 2024 Remarks/ Observations: Status:
Complete all steps to wear shirt/t-shirt Lutfi orientates front and back of t-shirt, puts
head through the collar, thread sleeves through
Criteria: his corresponding arms and pulls the t-shirt
- Orientate front of shirt/ t-shirt down to waist when teacher says "Lutfi, you
- Thread sleeves up corresponding arms wear shirt" during toileting time.
- Put head through collar
- Pull t-shirt down Lutfi orientates front and back of t-shirt, puts
- Buttoning (Optional) head through the collar, thread sleeves through
his corresponding arms and pulls the t-shirt
Example: down to waist when teacher says "Lutfi let's
Lutfi orientates the front of t-shirt, thread sleeves through wear shirt" after PE time.
corresponding arms, puts his head through the collar, pulls
Lutfi orientates front and back of t-shirt, puts Achieved
the t-shirt down when teacher says "Lutfi, wear your shirt"
after outdoor walk. head through the collar, thread sleeves through
his corresponding arms and pulls the t-shirt
Lutfi turns the shirt back side up, puts head through the down to waist when teacher says "Lutfi wear
collar, threads both arms through through corresponding shirt" after play time.
sleeves and pulls shirt down when teacher says, "Put on
your shirt" after sensory play.

Lutfi orientates front and back of t-shirt, puts head through

the collar, thread sleeves through his corresponding arms
and pulls the t-shirt down to waist when teacher says "Lutfi
wear shirt" after art time.

Page 13 of 23
STO 4: By: Nov 2024 Remarks/ Observations: Status:
Complete all steps to remove shirt/ t-shirt Progress will be shared during review period.

1. Pull shirt up to chest level

2. Remove arms through sleeves of shirt/t-shirt
3. Remove shirt/t-shirt over the head

Example:
Lutfi pulls shirt to chest level, removes arm through sleeves
of shirt and removes shirt over the head when teacher says,
"Take off your shirt" after outdoor play.

Lutfi uses both arms to lift shirt up to chest level, removes

arm through sleeves and reaches behind to pull shirt up and
over his head when teacher says "Take off shirt" after
sensory play

Lutfi pulls shirt to chest level, removes each arm through

shirt sleeves and pulls shirt over his head when teacher says
"Lutfi, take off your shirt" after art time.

Page 14 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

IEP Goal 4 Related GCO: 2

Lutfi will understand and use literacy and interact with objects for learning during work time, circle time, art Goal
time at EIPIC and at home with familiar adults and peers. Progress

We know he can do this when he is able to

1) Copy pre-writing lines and shapes using his preferred hand and appropriate grasp
2) Trace all uppercase letters in boxes using preferred hand and appropriate pencil grasp with proper letter
formation and sizing
3) Copy all uppercase letters in boxes using preferred hand and appropriate pencil grasp with proper letter Partially
formation and sizing Achieved
4) Cut bold, thick (~1/2 inch) straight lines, straight line shapes (triangle, square) and curved shapes (circle)
using preferred hand with appropriate scissors grasp and adjusting the paper accordingly using a supporting
hand while cutting
at least twice per week, in any one of the routines, over 2 consecutive weeks
Short-Term Objectives (STO) Progress Review
STO 1: By: May 2024 Remarks/ Observations: Status:
Copy pre-writing lines and shapes using his preferred hand Lutfi holds the marker using a tripod grasp and
and appropriate grasp (**quadrupod / tripod grasp) copies the square and circle shapes when
teacher points to the shapes on the board and
Targeted pre-writing lines: says "Lutfi, let's copy square and circle during
|-/\+ circle time.

Pre-writing shapes: Lutfi holds the colour pencil using a tripod grasp
circle, triangle, square, rectangle and copies the triangle and rectangle shapes on
his paper when teacher says "Lutfi, we copy
**Quadrupod grasp: holds the pencil with their thumb, triangle and rectangle during activity time.
index, middle and ring fingers on the pencil
Tripod grasp: holds the pencil with the thumb, index finger Lutfi holds the pencil using a tripod grasp and
and middle finger copies the vertical and plus shapes on his
Achieved
worksheet when teacher points to the different
lines and says "Lutfi copy" during work time.
Example:
Lutfi holds a pencil using a tripod grasp and copies a triangle
when teacher points and says "Draw triangle" during work
time.

Lutfi holds the paintbrush with a tripod grasp and copies a

rectangle when drawing a bus during art time.

Lutfi holds a marker using a tripod grasp and copies a cross

when teacher demonstrates on the paper and says "Lutfi,
draw a cross" during work time.

Page 15 of 23
STO 2: By: May 2024 Remarks/ Observations: Status:
Trace all uppercase letters in boxes using preferred hand NOTE: Lutfi can trace all the uppercase letters
and appropriate pencil grasp (quadrupod grasp/ tripod from A-Z
grasp**) with proper letter formation and sizing
Lutfi holds a marker using a tripod grasp and
**Quadrupod grasp: holds the pencil with their thumb, traces the uppercase letter 'I,J,K,L,M,N,O,P' with
index, middle and ring fingers on the pencil proper letter formation and sizing when the
Tripod grasp: holds the pencil with the thumb, index finger teacher says, "Let's trace the letter..." during
and middle finger circle time.

Example: Lutfi holds a coloured pencil using a tripod grasp

Lutfi holds a pencil with his left hand hand using a tripod and traces the uppercase letter 'Q,R,S,T,U,V,W'
grasp and traces the uppercase letter 'F' with proper letter with proper letter formation and sizing when
formation and sizing when the teacher says, ""Trace the the teacher says, "Now we trace Lutfi" during art Achieved
letter F" during work time. time.

Lutfi holds the paintbrush with his left hand using a tripod Lutfi holds a pencil using a tripod grasp and
grasp and traces the word, "RED" with proper letter traces the uppercase letter 'X,Y,Z' with proper
formation and sizing when the teacher says, ""Trace the letter formation and sizing when the teacher
word 'RED'"" during art time. says, "Trace the letters Lutfi" during work time.

Lutfi holds the marker with his left hand using a tripod grasp
and traces the word, "FRIDAY" with proper letter formation
and sizing when the teacher says, ""What's the day today?"
during circle time.

Page 16 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

Short-Term Objectives (STO) Progress Review

STO 3: By: Nov 2024 Remarks/ Observations: Status:
Copy all uppercase letters in boxes using preferred hand Progress will be shared during review period.
and appropriate pencil grasp (quadrupod grasp/ tripod
grasp**) with proper letter formation and sizing

**Quadrupod grasp: holds the pencil with their thumb,

index, middle and ring fingers on the pencil
Tripod grasp: holds the pencil with the thumb, index finger
and middle finger

Example:
Lutfi holds a pencil in his left hand using a tripod grasp and
copies the word "CAT" with proper letter formation and
sizing when teacher says "Lutfi, copy the word CAT" during
work time.

Lutfi holds a paintbrush in his left hand using a tripod grasp

and copies the letter "E" with proper letter formation and
sizing when teacher says "Copy the letter E" during art time.

Lutfi holds a marker in his left hand using a tripod grasp and
copies the letter "S" with proper letter formation and sizing
when teacher says "Lutfi, let's copy the letter S" during
circle time.

Page 17 of 23
STO 4: By: Nov 2024 Remarks/ Observations: Status:
Cut bold, thick (~1/2 inch) straight lines, straight line shapes Progress will be shared during review period.
(triangle, square) and curved shapes (circle) using preferred
hand with appropriate scissors grasp and adjusting the
paper accordingly using a supporting hand while cutting

Example:
Lutfi uses his prefered hand with appropriate scissors grasp
to cut the square and adjusts the paper accordingly using his
supporting hand when the teacher says, "Cut the square"
during art time.

Lutfi cuts the triangle using his left hand with appropriate
scissors grasp and adjusts the paper accordingly using his
right hand when teacher says, "Cut the triangle" during
work time.

Lutfi cuts the oval shape using his left hand with appropriate
scissors grasp and rotates the paper accordingly using his
supporting hand while cutting when teacher says, "Cut the
oval" during work time.

Page 18 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

IEP Goal 5 Related GCO: 2

Lutfi will acquire and use knowledge, and show awareness in her environment during group time, play time Goal
at EIPIC and at home with familiar adults. Progress

We know he can do this when he is able to

Imitate 2-3 steps functional play for at least 3 exchanges, carry out 2-3 steps functional play for at least 3 Partially
exchanges, respond to affective initiation from adults, initiate to continue people games with adult's Achieved
facilitationfor at least 2 times per week, once per routine, for 3 consecutive weeks.
Short-Term Objectives (STO) Progress Review
STO 1: By: May 2024 Remarks/ Observations: Status:
Imitate 2-3 steps functional play for at least 3 exchanges, Lutfi (1) takes the toy spoon, stirs it inside the
with adult facilitation cup and (2) pretends to feed the baby doll when
he sees teacher taking a spoon to stir the cup
Examples of functional play toys include but are not limited and feed the baby doll during play time.
to:
-Lego blocks Lutfi (1) takes the toy toothpaste, (2) squeezes it
-Fine motor toys onto the toothbrush and (3) brushes babies
-Cookery toys teeth when teacher models to him the action
-Doll set and says "Now, let's brush babies teeth" during
-Doctor set play time.

Excluding : Lutfi (1) takes the knife, pretends to cut the

- Transport toys cake, and (2) puts the sliced cake on the plate
and (3) and give to teacher when teacher Achieved
Example: models to him the ac on during play me.
Lutfi takes the apple and places it on a plate, then takes a
knife to cut the apple when teacher takes the apple and
places it on a plate, then takes a knife to cut the apple
during play time.

Lutfi takes the lego block and stacks it up to make a tower

when he sees teacher take the lego blocks and stacking it up
to make a tower during play time.

Lutfi a spoon and stirs it inside the cup before feeding it to

the baby doll when he sees teacher taking a spoon to stir
the cup and feeding the baby doll during play time.

Page 19 of 23
STO 2: By: Nov 2024 Remarks/ Observations: Status:
Carry out 2-3 steps functional play for at least 3 exchanges, Progress will be shared during review period.
independently

Examples of functional play toys include but are not limited

to:
-Lego blocks
-Fine motor toys
-Cookery toys
-Doll set
-Doctor set

Excluding :
- Transport toys

Example:
Lutfi takes the lego blocks, fixes it to make a tower, takes
lego figurine to climb up the tower for 3 exchanges when
playing with lego blocks and teacher sits with him and
prompts, "Let's build a tower," "let's climb the tower with
mr. bob" during play time.

Lutfi takes strawberry and puts it in cup, then takes spoon

and stirs the cup, then puts cup in microwave toy when he is
playing with cookery toys and teacher says, "Let's make
strawberry milk", and continues "let's give it a stir", and
"Let's make it hot in the microwave" during play time.

Lutfi takes the drum set, taps on drum for 3 rounds when
teacher facilities the tapping "Let's tap fast/slow" during
music lesson.

Page 20 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

Short-Term Objectives (STO) Progress Review

STO 3: By: May 2024 Remarks/ Observations: Status:
Respond to affective initiations from adults verbally or non- Lutfi walks to friend and hugs his friend when
verbally teacher points to his friend and says "Lutfi,
friend wants a hug, Lutfi hug friend" during play
Examples of responses include but are not limited to : time.
- Greets verbally (e.g., Saying "Hi", "Hello" or "Good
morning") Lutfi says, "Hi" and waves at teacher when
- Waves, high fives or hand shakes teacher says, "Hi Lutfi" during arrival time.
- Gains communicative partner's attention when responding
Lutfi gives high five to teacher when teacher
puts out his hand for a high five during circle
time. Achieved
Example:
Lutfi greets "Good morning!" when teacher says, "Good
morning, Lutfi" during arrival.

Lutfi says, "Hi" and waves at teacher when teacher says,

"Hello Lutfi, it's nice to see you today!" during circle time.

Lutfi gives high five to teacher when teacher puts out her
hand for a high five during play time.

STO 4: By: Nov 2024 Remarks/ Observations: Status:

Initiate to continue people games with adult's facilitation, Progress will be shared during review period.
using any one of the following:

- Initiates verbally (e.g., says "Again!" or "I want more")

- Pulls adult's hand to continue
- Carry on action to continue

Example:
Lutfi says "Again!" when he wants to continue the London
bridge game during circle time.

Lutfi says "More!" and pulls on the rope to initiate to

continue when playing pass the rope game during music
lesson.

Lutfi pulls on teacher's hand to continue Row Row Row your

boat game when teacher stops after playing one round
during play time.

Page 21 of 23
 Ahmad Lutfi Bin Siswand IEP Period from August 2023 - December 2024

Section C: Additional Therapy Review Summary

Physical Education:
May 2024 Review:
Lutfi likes to participate in PE.

He engages in PALS where he is introduced and allowed to practice fundamental movement skills in a structured setting
which provides a clear framework and routine. The program also aims to improve his self-confidence and encourages
independence and awareness of the environment.

This term, two-handed throwing skills were observed. Lufti is in the initial to transition stage of the skill. Lufti is able to
push his arms to transfer force to his hands to execute the throw. He is able to maintain a good balance in his posture.

Lutfi generally responds to verbal prompts but performs better with assistance from teachers. He is showing gradual
improvements. Lufti will do better with constant encouragement and exposure in physical activities.

Nov 2024 Review: Progress will be shared during review period.

Music Therapy:
May 2024 Review: Music therapy in early intervention aims to support the child’s developmental needs, emotional
regulation, and self-expression through music-making. This includes using music to facilitate the acquisition of skills
relevant to the child’s IEP goals and interests. Activities include instrumental play, music paired with sensory props such
as scarves, and singing stories set to music.

Over the course of the semester, Lutfi has grown to actively participate in all the activities. He sometimes responds to
music by bopping along to the beat and singing short phrases in familiar songs. One of his favourite activities is music and
movement with props such as scarves, and he enjoys tossing a bunch of scarves to accompanying music. He can also
sometimes imitate actions such as hiding under the scarf for ‘peek-a-boo' play. During instrumental play, he can
independently participate in musical games such as ‘stop’ and ‘go’ independently. He can also follow directions to play
loud, soft, and fast. He particularly responds with plenty of smiles and appears to be excited when the group plays fast.
Over the weeks, he has grown to be able to use gestalts to initiate for continuation of activity, such as “ready, set, ___”.
For another instrumental play activity, Lutfi can imitate a variety of actions on the same instrument-such as rolling and
shaking egg shakers when given a verbal prompt. At the end of instrumental play and music and movement with props,
Lutfi can follow 1 step verbal directions such as to keep instruments and props in the bag when given a gestural prompt.
When we read books with stories set to music, Lutfi can follow 1 step directions to take turns with peers to paste animal
visuals to its corresponding image in the book. With familiar books such as “brown bear, brown bear, what do you see?”,
Lutfi eagerly sings the repetitive phrases. Lutfi can consistently respond to the therapist's social interaction by giving her
a hi-5 when we sing the hello and goodbye song. Overall, I have enjoyed making music with Lutfi and I look forward to
making more music with Lutfi in the second half of the year.

Nov 2024 Review: Progress will be shared during review period.

Page 22 of 23
Art Therapy:
May 2024: Art therapy in THKMC EIPIC Centre aims to provide children with developmental needs with therapeutic
support for their healthy emotional and psychological development through art-making. Art therapists work closely with
teachers to facilitate the acquisition of IEP goals. For this semester, these objectives were integrated into the classroom
routines and facilitated by the classroom teachers.
Section D: Parents Acknowledgement

I, _____________________________________________
Aishah Abdul Latiff give consent for these goals in the Individualized Educational
Plan (IEP) to be carried out as written.

Signature: ___________________________________________ Date: _________________________________

30 May 24

Page 23 of 23