Needs and Skills Assessment Report.
In Canada the Intensive Behavioral Intervention (IBI) is offered through the Central East Autism Program. IBI is an evidence-based practice designed to improve core learning skills in the areas of language, cognitive, and social development. It involves the use of individualized teaching techniques based on principles of Behavior Analysis.
Aarian was 7 years old when he started with IBI as in Canada there are long waitlists to get Intensive therapy. We had already started Aarian on ABA since the time he was diagnosed with autism at age 3. He was receiving 3.5 to 4 hours of ABA therapy at home on a weekly basis. An ABLLS assessment was done in March 2009. The scores obtained from this assessment reflected the student's ability to perform identified target skills independently across various domains of generalization.
As a part of the IBI program a Needs and Skills Assessment was done in May 2012 when Aarian was 6 years and 6 months in age. It is done to get the child ready to transition to the IBI program. There were two options available either a direct funding option where parents receive the funding from the government and look for their own service provider. The second option was to send the child to the clinic directly where they had the whole set up which included Senior therapist, Junior therapist, and a clinical psychologist who oversaw the program. We chose the second option as being at home throughout the day when the therapy was done was not an option for us.
A number of areas were assessed during this assessment. Communication was one of the areas which were assessed. Aarian was communicating through PECS. He was communicating mainly to request for food items as that was the most motivating for him. He used his PECS book reliably to request for food items from familiar adults. He was also making some sounds while requesting for the items which were very encouraging. He was also making some eye contact with the adult as this was something he struggled with before.
The ability to follow classroom routines was also observed as a part of the assessment. He was able to complete closed-ended mastered work activities with some assistance. when he wanted a break he left the activity and would walk around the classroom. At the beginning of a new activity, the school staff would take his hand and bring him to the activity. He was observed to be very independent around snack time. Once he finished his snack he would take his snack bag to his locker and put it in the locker.
Challenging Behavior was another area that was assessed. Aarian has good temperament. He is very compliant to this day but he struggles with sensory regulation..He engaged in chewing his clothes He was also observed gently hitting himself on his forehead and chin or hitting his hands on the table.
Safety concerns were the next area which was assessed as in open spaces Aarian would run and require one to one support when he was not in an enclosed playground at recess.
Based on this assessment it was decided to provide Aarian one to one IBI programming in a home or group setting. It was recommended to provide Aarian with highly structured teaching approaches in his IBI program.
Aarian was 7 years old when he started with IBI as in Canada there are long waitlists to get Intensive therapy. We had already started Aarian on ABA since the time he was diagnosed with autism at age 3. He was receiving 3.5 to 4 hours of ABA therapy at home on a weekly basis. An ABLLS assessment was done in March 2009. The scores obtained from this assessment reflected the student's ability to perform identified target skills independently across various domains of generalization.
As a part of the IBI program a Needs and Skills Assessment was done in May 2012 when Aarian was 6 years and 6 months in age. It is done to get the child ready to transition to the IBI program. There were two options available either a direct funding option where parents receive the funding from the government and look for their own service provider. The second option was to send the child to the clinic directly where they had the whole set up which included Senior therapist, Junior therapist, and a clinical psychologist who oversaw the program. We chose the second option as being at home throughout the day when the therapy was done was not an option for us.
A number of areas were assessed during this assessment. Communication was one of the areas which were assessed. Aarian was communicating through PECS. He was communicating mainly to request for food items as that was the most motivating for him. He used his PECS book reliably to request for food items from familiar adults. He was also making some sounds while requesting for the items which were very encouraging. He was also making some eye contact with the adult as this was something he struggled with before.
The ability to follow classroom routines was also observed as a part of the assessment. He was able to complete closed-ended mastered work activities with some assistance. when he wanted a break he left the activity and would walk around the classroom. At the beginning of a new activity, the school staff would take his hand and bring him to the activity. He was observed to be very independent around snack time. Once he finished his snack he would take his snack bag to his locker and put it in the locker.
Challenging Behavior was another area that was assessed. Aarian has good temperament. He is very compliant to this day but he struggles with sensory regulation..He engaged in chewing his clothes He was also observed gently hitting himself on his forehead and chin or hitting his hands on the table.
Safety concerns were the next area which was assessed as in open spaces Aarian would run and require one to one support when he was not in an enclosed playground at recess.
Based on this assessment it was decided to provide Aarian one to one IBI programming in a home or group setting. It was recommended to provide Aarian with highly structured teaching approaches in his IBI program.
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