Vjoe Blow Action Plan May 2009

vJoe Blow Action Plan May 2009

Characteristics Impact Strategies Resources Action Community required members Communication  Doesn’t speak in  Doesn’t pass on  Social skills group  Socially speaking Continue Speech Path full sentences information  Speech Pathology –Board Game social skill Spec ed  Difficulty correctly or support where  Speak and Do groups Classroom tch understanding easily available to work on games verbal input of  Misinterprets prosody of speech  Social stories others at times the intent of  Reminding and book  Tendency to others and explicit teaching on  Speech mumble, using doesn’t get how to face person, pathologist inappropriate voice correct not to walk away  CEO Programs to situation. information  Explicit teaching with  Barrier Games to  Difficulty with  Frustrates other regard to, facial encourage verbal and non-  Appears rude expressions etc speech, verbal  Loses meaning  Practice these explanations, communication,  Can slip under skills description etc interpretation of radar body language, gestures, facial expressions  Turns back when talking to others doesn’t use appropriate body language of conversation

Social  Socially Encourage All/C/R tch  Lack of social  Walks away  Explicit social speaking – or provide intuition  Isolating skills teaching Board Game opportunitie  Difficulty himself  Involvement in  Speak and Do s to be understanding  Difficulty social skills games involved in actions of establishing groups run by  Social stories barrier peers, often and speech book games. feels that maintaining pathologist/aides  Speech Expectation actions are friendships  Social scripts pathologist of staff to deliberate,  Can’t where necessary  CEO allow time others at fault explain what (age appropriate) progrsms for Thomas  Difficulty happened in  Working through  Corridor to express reading an incident incidents when games himself,

© 2009 Positive Partnerships Action Plan situations and clearly they occur with don’t do for understanding  Thinks stake holders so him rules of social things unfair all are clear interaction tends to put  Inform all staff of other the need to do  Difficulty children off this expressing  Where necessary emotions and game rules written wants and and adhered to needs Rigid and  frustration  warn prior to  Visual repetitive  Difficulty with  lost, bored change occurring supports behaviours change in  Visual supports website certain areas,  Timetables when asked to change activities

Sensory  limited food  Limited diet  Be aware of  Identify OT choices(banana  Camping sensory issues reading for s, apples)  Doesn’t and allow for them staff to  Noise (Cicadas, want to be where necessary increase truck brakes) involved in  Inform other understanding  Music music teachers of these activities difficulties, put on profile Information  Limited amount  Difficulty  Use timer to help processing of writing completing Thomas be aware Learning style resists and does tasks of time limit and minimal  Lot of give small amount  Likes drawing. unfinished to be achieved in  Relative work certain amount of strength in math time, success  Prefers to work  Use opportunity alone does not to work on lap top work well in as a motivator and groups as a tool to get things done  Programs such as inspiration – graphic