Individualized Education Plan (IEP) for Ethan Paul-Speech Therapy
Ethan is a 14-year-old non-verbal autistic child with significant delays in expressive and receptive language. He demonstrates poor articulation, and struggles with responding to contextual questions. He enjoys music and responds well to auditory cues. This IEP outlines targeted speech therapy goals and AAC-based interventions to support Ethan’s communication development.
Student & Context
Name: Ethan Paul
Age/Grade: 14 years (secondary level)
Primary Exceptionality: Autism Spectrum Disorder with significant speech-language impairment (non-speaking/limited speech)
Setting: General education with special education supports and related services (SLP/OT), with access to AAC
Parent/Caregiver Vision & Priorities
- Build reliable functional communication for needs, wants, and safety
- Reduce distress from shrill sounds/baby cries; teach Ethan to self-advocate
- Generalize communication across home, school, church, community
Present Levels of Academic Achievement & Functional Performance (PLAAFP)
Communication & Language
Receptive language age: ~3–3.11 years
Expressive language age: ~1–1.5 years (scattered); responses inconsistent
Echolalia: Sometimes Present
– Responds to name with repetition.
– Demonstrates and occasionally uses vowel sounds involuntarily.
– Follows simple one-step instructions.
– Enjoys rhymes and music, hums tunes.
– Poor imitation skills and articulation.
– Uses physical gestures to communicate needs.
Pragmatics (Social Communication)
Communicative intent: Present; greeting present on command; topic initiation/termination/narration: absent; topic maintenance & turn-taking: present; eye contact: inconsistent
Cognitive/Pre-academic
Picture matching and identification: present; deeper assessment pending
Sensory Regulation
Hypersensitive to noises (e.g., baby cry)
Behavior/Emotional
Hyperactivity and restlessness: present; self-injurious behavior: present
Oral-Motor/Feeding
Oral peripheral mechanism: structurally normal, functionally adequate; biting/chewing/swallowing: present; blowing: inadequate
Functional/ADLs
Partial dependence for ADLs such as brushing
Prior Evaluations & Recommendations
Impression: Age-inadequate speech & language skills; Provisional Dx: Receptive-Expressive Language Disorder with ?ASD
Recommended: Speech & Language therapy, Occupational Therapy, Sensory Integration therapy
Special Factors
- Assistive Technology/AAC: Required to access communication across environments
- Behavior: Requires proactive sensory supports and a function-based plan to reduce self-injury
- Communication: Specialized instruction by SLP with AAC emphasis is required
- Sensory: Noise sensitivity accommodations essential
Annual Goals
- Develop functional communication using AAC tools to express basic needs and emotions.
- Improve receptive language skills to follow multi-step instructions.
- Enhance expressive language through imitation and AAC-supported responses.
- Increase participation in social interactions using visual and AAC supports.
Short-Term Objectives
– Use AAC device to select core words (e.g., ‘want’, ‘go’, ‘help’).
– Respond to yes/no and WH questions using AAC or gestures.
– Follow two-step related instructions (e.g., ‘remove shoes and keep on rack’).
– Imitate actions such as waving and clapping with minimal prompts.
– Communicate needs by handing over visual cards (e.g., trampoline card for rhymes).
Recommended Interventions
– Use AAC tools such as Quick Talker Freestyle, core word boards, and visual schedules.
– Incorporate music and rhymes into sessions to enhance engagement.
– Provide structured opportunities for imitation and turn-taking.
– Use simple, clear language and repeat tasks to reinforce learning.
– Collaborate with parents for home-based AAC practice and reinforcement.