Treatment Plan:

Goal 1: XX will use three-word phrases to request items and activities with the use of picture symbols, core board, verbal prompting, and/or verbal model in 4 out of 5 trials.

• Data Collection: Record the number of trials in which XX successfully uses three-word phrases to request items and activities.
• Intervention: During speech sessions, provide XX with opportunities to request items and activities using picture symbols, core board, verbal prompting, and/or verbal model. Reinforce successful attempts and provide feedback for incorrect or incomplete attempts.

Goal 2: XX will use three-word phrases to answer questions with the use of picture symbols, core board, verbal prompting, and/or verbal model in 4 out of 5 trials.

• Data Collection: Record the number of trials in which XX successfully uses three-word phrases to answer questions.
• Intervention: During speech sessions, ask XX questions and provide options for answers using picture symbols, core board, verbal prompting, and/or verbal model. Reinforce successful responses and provide feedback for incorrect or incomplete responses.

Goal 3: XX will use three-word phrases to indicate negation, protest, or refusal with the use of picture symbols, core board, verbal prompting, and/or verbal model in 4 out of 5 trials.

• Data Collection: Record the number of trials in which XX successfully uses three-word phrases to indicate negation, protest, or refusal.
• Intervention: During speech sessions, provide XX with opportunities to express negation, protest, or refusal using picture symbols, core board, verbal prompting, and/or verbal model. Reinforce successful attempts and provide feedback for incorrect or incomplete attempts.

Goal 4: XX will respond to “what-doing” questions by verbally responding or indicating her choice from an array of 2-3 picture choices in 3 out of 5 trials during story time and/or when presented with pictures or illustrations.

• Data Collection: Record the number of trials in which XX successfully responds to “what-doing” questions.
• Intervention: During story time and when presented with pictures or illustrations, ask XX “what-doing” questions and provide options for responses using verbal prompts and/or picture choices. Reinforce successful responses and provide feedback for incorrect or incomplete responses.

Goal 5: XX will respond to “who” questions related to the story being read by verbally responding or indicating her choice from an array of 2-3 picture choices in 3 out of 5 trials during story time.

• Data Collection: Record the number of trials in which XX successfully responds to “who” questions.
• Intervention: During story time, ask XX “who” questions related to the story and provide options for responses using verbal prompts and/or picture choices. Reinforce successful responses and provide feedback for incorrect or incomplete responses.

Goal 6: XX will respond to “where” questions related to the story/picture being presented by verbally responding or indicating her choice from an array of 2-3 picture choices in 3 out of 5 trials during story time and/or when presented with a picture of a location/place.

• Data Collection: Record the number of trials in which XX successfully responds to “where” questions.
• Intervention: During story time and when presented with a picture of a location/place, ask XX “where” questions and provide options for responses using verbal prompts and/or picture choices. Reinforce successful responses and provide feedback for incorrect or incomplete responses.

Goal 7: XX will sort manipulatives/pictures by category/function with an adult model and/or verbal prompting in 4 out of 5 trials.

• Data Collection: Record the number of trials in which XX successfully sorts manipulatives/pictures by category/function.
• Intervention: Provide XX with a variety of manipulatives/pictures and model the sorting process. Use verbal prompts to guide XX in sorting the items by category/function. Reinforce successful sorting and provide feedback for incorrect or incomplete sorting.

Goal 8: XX will sort manipulatives/pictures by category/function with verbal prompting in 4 out of 5 trials.

• Data Collection: Record the number of trials in which XX successfully sorts manipulatives/pictures by category/function.
• Intervention: Provide XX with a variety of manipulatives/pictures and use verbal prompts to guide XX in sorting the items by category/function. Reinforce successful sorting and provide feedback for incorrect or incomplete sorting.

Goal 9: XX will attend and focus to complete at least two activities involving 2-step related directions given visual and verbal prompts throughout the school day.

• Data Collection: Record the number of activities in which XX successfully attends and focuses to complete 2-step related directions.
• Intervention: Throughout the school day, provide XX with activities involving 2-step related directions. Use visual and verbal prompts to support XX in attending and focusing on the tasks. Reinforce successful completion and provide feedback for incomplete or incorrect completion.

Goal 10: XX will attend and focus to complete at least two activities involving 2-step related directions involving ‘paper/glue/crayon or play activities’ given a model and gestural cues throughout the school day.

• Data Collection: Record the number of activities in which XX successfully attends and focuses to complete 2-step related directions.
• Intervention: Throughout the school day, provide XX with activities involving 2-step related directions using ‘paper/glue/crayon or play activities.’ Use a model and gestural cues to support XX in attending and focusing on the tasks. Reinforce successful completion and provide feedback for incomplete or incorrect completion.