[A Report Template for ‘A Summary of Learner Progress using Essential for Living’]

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EL
SSENTIAL
FOR
IVING
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Client (Student): Learner DOB: January 10, 2008

Report: Progress from the initial assessment February 18 to April 15, 2016
Date of this report: April 20, 2016
BACKGROUND INFORMATION
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Learner is an active eight-year-old boy. He lives with his parents, older sister, and maternal
grandparents in (city). He attends a therapeutic day school, where he has a 1:1 aide. Learner has
a diagnosis of Autism which adversely affects him primarily in the area of social, academic,
language, and functional skills. His parents have been pursuing Individualized, Intensive
Instruction Applied Behavior Analysis (ABA), also called Behavior Therapy, to address concerns
in the area of daily living skills, expanding his food repertoire, tolerance of community outings,
communication, and problem behavior reduction, with aggressive behaviors the primary concern.
Learner currently takes (names of medications and dosages) daily for aggression/mood. He is
seen by a psychiatrist every four weeks to monitor his medication.

THE INITIAL THE MOST RECENT ASSESSMENT

Date of this assessment: February 14-16, 2016
An initial A recent assessment of Learner was conducted using Essential for Living (EFL), a
functional skills assessment and curriculum designed for children and adults with moderate-to-
severe disabilities. Essential for Living also provides procedures for selecting and confirming an
Alternative Method of Speaking for non-verbal children or adults, which will be effective,
efficient, and which will endure throughout their adult lives.
This assessment indicated that Learner can cannot use spoken words to communicate effectively
and that an alternative method of speaking was necessary was not necessary. Procedures that
are part of EFL indicated that ‘visually scanning and pointing to small photographs using a small
book worn by the learner (AMS 9)’ should be selected as her/his alternative method of speaking.
We have been testing this method and have found it to be effective and efficient not effective for
Learner. We have been testing a new method – ‘forming idiosyncratic signs (AMS 3)’, which
appears does not appear to be effective. Testing will continue until an effective and efficient
method is found.
This assessment also indicated that Learner exhibited specific deficits in The Essential Eight
Skills, along with other skills that are part of Essential for Living and ‘end goals’, some of which
were targeted for Individualized, Intensive Instruction Behavior Therapy during the period covered
by this report. Recent progress on these targeted skill deficits targeted end goals is described in
the next section of this report and depicted in attached copies of the Essential for Living Learner
Scoring Manuals.
 Learner, page 2

RECENT PROGRESS ON TARGETED SKILLS TARGETED END GOALS

The Essential Eight Skills
R7. “Making requests for ten highly preferred items and activities that can be made
immediately and frequently available” -- a new alternative method of speaking,
AMS9. Visually scanning and pointing to small photographs using a small book
worn by the learner AMS3. ‘Forming idiosyncratic signs. is being tested by
teaching Learner to make requests – Learner has learned to make requests for
three specific items/activities without prompts, but generalization across situations
and people has yet to occur. Requests for three additional items/activities have been
introduced, but still require prompts. While aggressive, self-injurious, and disruptive
behavior occurred during the assessment of the first three requests, it no longer
occurred during the assessment of the next three requests, and it is no longer
occurring when these items or activities are available (see attached copies of the
Learner Scoring Manual).
R9. “Waiting after making requests…” – waiting has just been introduced with two
requests and is occurring for 5 seconds without problem behavior (see attached
copies of the Learner Scoring Manual).
R11. “Completing 10 consecutive, brief, previously acquired tasks” – Learner has learned
to complete 3 tasks without problem behavior, without prompts, and in the presence
of either of two people in either of two settings.
R15. “Accepting no…” – this skill has been introduced with two food items when it was no
longer avoidable (situations in which Learner made several requests for these items
and continuing to honor those requests may have resulted in emesis). Learner
continues to exhibit aggressive, self-injurious, and disruptive behavior in these
situations when told “no”.
LR2. “Moves toward and stands or sits next to an instructor…when directed to do so” –
this skill has been recently assessed, during which disruptive behavior and resistance
to prompts occurred; currently, problem behavior and resistance to prompts are no
longer occurring, but Learner still requires some prompts to complete this task.
T-BHI5. “Tolerates…Touch, physical guidance, or physical prompts” -- disruptive behavior
occurred when this skill was assessed and parents indicated that previous therapists
had avoided using physical prompts. However, after the gradual introduction of
prompts and many hundreds of trials, Learner has learned to tolerate physical
prompts without problem behavior.

Other Skills in Essential for Living

DLS-EDF25. “Feeds self three cooked vegetables -- Learner, after many episodes of
disruptive behavior, has learned to feed himself (and consume) green beans,
peas, and broccoli without prompts and without any problem behavior. This skill
(including all three foods), has also generalized across people (parents) and
settings (school and home).
DLS-Toil6. “Urinates and defecates on the toilet (schedule-trained) – Learner, after many,
many trials over a number of weeks is now exhibiting this skill without aggres-
sive, self-injurious, or disruptive behavior. He does, however, require an
adapted or prosthetic device – a small potty chair – and generalization across
settings (regular toilet) and people (parents) has yet to occur.
 Learner, page 3

DLS-Toil9. “Completes a series of toileting steps which includes initiating, urinating and
defecating on the toilet, using toilet paper, and flushing the toilet -- Learner is
exhibiting ¼ of the steps of this skill without aggressive, self-injurious, or
disruptive behavior and without prompts.

RECOMMENDATIONS
We recommend that Learner continue to receive ? hours per week of Individualized, Intensive
Instruction ABA Therapy on targeted skills targeted end goals from Essential for Living and
other curricular sources.
Instruction and behavior management Therapy should continue to be provided by the Teacher
a Registered Behavior Technician (RBT) a Behavior Analyst and supervised by the Teacher
a Registered Behavior Technician (RBT) a Behavior Analyst weekly monthly.
Recommended frequency of intensive instruction therapy per week:
? (Intensive Instruction ABA therapy) ? hours ( ? units) per week
? (Supervision) ? hours ( ? units) per week)
? (Meeting without client) ? hours ( ? units) per week

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