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Individualized Training Program

A.B. is a 12-year-old girl with significant developmental delays in cognitive, language, motor, self-help, and socialization domains, assessed through the Portage Guide to Early Education. She exhibits strengths in basic task execution but struggles with memory retention, articulation, and complex tasks, indicating a need for an Individualized Training Program. Target objectives include enhancing socialization skills, language articulation, self-help tasks, cognitive recognition, and motor coordination by June 2025.

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2 views

Individualized Training Program

A.B. is a 12-year-old girl with significant developmental delays in cognitive, language, motor, self-help, and socialization domains, assessed through the Portage Guide to Early Education. She exhibits strengths in basic task execution but struggles with memory retention, articulation, and complex tasks, indicating a need for an Individualized Training Program. Target objectives include enhancing socialization skills, language articulation, self-help tasks, cognitive recognition, and motor coordination by June 2025.

Uploaded by

f2024146010
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Individualized Training Program (ITP) # 1

Description of Child's Present Level of Functioning


A.B. is a 12-year-old girl studying in N.S.E.C. The child was referred to a trainee
clinical psychologist by her teacher for assessment and management of forgetfulness
(weak memory), inattention (easily distracted in class), low confidence in front of peers,
and unclear speech. She had developed partial learning readiness skills, demonstrated by
appropriate on-seat behavior, compliance with teacher commands, and the ability to
imitate demonstrated tasks. However, she had difficulty with memory retention and
displayed signs of low self-esteem and occasional articulation problems.
She maintained eye contact and expressed her needs, and her interactions with
teachers and peers were friendly. She was able to engage in structured classroom and
individual activities but showed confusion and distress when unable to recall learned
material. She showed an interest in activities like coloring and enjoyed reinforcement
such as stickers. She was compliant and cooperative throughout the sessions.
The child's level of functioning was assessed using the Portage Guide to Early
Education (PGEE) with mainstream norms.
In the cognitive domain, the child’s functional level was 4–5 years, with a 7–8-
year discrepancy. She could identify up to 15 objects, match and name basic shapes, and
tell the use of common items. She also understood simple concepts like size, weight, and
gender. However, she was unable to tell time or complete puzzles independently,
indicating limitations in higher-level reasoning and abstract thinking.
In the language domain, the child’s functional level was 5–6 years, with a 6–7-
year discrepancy. She expressed her needs, asked questions, and followed unrelated
commands. She could describe images and identify missing items. However, she
struggled with forming compound sentences and required prompts for polite expressions
like "thank you", “please”and “sorry”.
In the motor domain, the child demonstrated a functional level of 4–5 years, with
a 7–8-year delay. She copied basic shapes, cut straight lines, solved simple mazes, and
balanced on one foot. She faced difficulty with tasks requiring complex coordination like
cutting circles or intricate shapes.
In the self-help domain, her functional level was 5–6 years, with a 6–7-year
discrepancy. She independently dressed, used the toilet, ate meals, tied laces, and selected
appropriate clothing. However, she required assistance for more complex self-care
activities and demonstrated partial development of practical life skills.
In the socialization domain, the child functioned at a 4–5-year level, with a 7–8-
year discrepancy. She could identify moods in pictures, greet others, express gratitude
when prompted, and had a small group of friends. She showed understanding of simple
social sequences but needed reminders for appropriate social gestures and had limited use
of complex language in peer interactions.
Overall, the child demonstrated strengths in basic task execution and but
significant challenges in age appropriate complex tasks indicating delays in
developmental domains.
Target Objectives
These are based on the assessment modalities:
Socialization
 Says "thank you" without reminder
 Identifies others' emotions from pictures.
 Shares materials with peers during structured activities.
 Role plays social scenarios such as asking for help.
Language
 Practices articulation of basic sounds using mirror/picture cues.
 Uses short compound sentences with prompting.
Self Help
 Does at least one house chore independently
 Bathe herself
Cognitive
 Recognizes and names three shapes (triangle, square, circle).
 Identifies and names five colors (blue, green, orange, yellow, red).
 Recognizes and names letters G, H, I, J.
 Completes 2–3 piece puzzles with guidance.
Motor
 Practices cutting along curved lines (e.g., circles).
The following will be the goals till June 2025, and the goals which will not be
achieved during this time period will be followed by the next trainee clinical
psychologist.

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