About the Author

CentralReach Marketplace

www.centralreach.com

We build software for the developmental disabilities sector, with a focus on both research and practice. By creating and improving analysis tools, we help to advance the field and help medical and other healthcare professionals collaborate in real-time.

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What's Included

  • Self Care/Adaptive

  • Increase successful participation in everyday activities

  • Dressing

  • Child will demonstrate increased independence in dressing by donning button-down shirt, including managing small buttons with verbal prompting only.

  • Child will demonstrate increased independence in dressing by donning button-down shirt, including managing small buttons with moderate assistance.

  • Child will demonstrate increased independence in dressing by donning button-down shirt, including managing small buttons with minimal assistance.

  • Child will demonstrate increased independence in dressing by donning button-down shirt, including managing small buttons independently.

  • Child will demonstrate increased independence in dressing by doffing elastic-waist pants with verbal prompting only.

  • Child will demonstrate increased independence in dressing by doffing elastic-waist pants with moderate assistance.

  • Child will demonstrate increased independence in dressing by doffing elastic-waist pants with minimal assistance.

  • Child will demonstrate increased independence in dressing by doffing elastic-waist pants independently.

  • Child will demonstrate increased independence in dressing by doffing shorts with verbal prompting only.

  • Child will demonstrate increased independence in dressing by doffing shorts with moderate assistance.

  • Child will demonstrate increased independence in dressing by doffing shorts with minimal assistance.

  • Child will demonstrate increased independence in dressing by doffing shorts independently.

  • Child will demonstrate increased independence in dressing by doffing jacket with verbal prompting only, including managing fastenings.

  • Child will demonstrate increased independence in dressing by doffing jacket with moderate assistance, including managing fastenings.

  • Child will demonstrate increased independence in dressing by doffing jacket with minimal assistance, including managing fastenings.

  • Child will demonstrate increased independence in dressing by doffing jacket independently, including managing fastenings.

  • Child will demonstrate increased independence in dressing by doffing pullover shirt with verbal prompting only.

  • Child will demonstrate increased independence in dressing by doffing pullover shirt with moderate assistance.

  • Child will demonstrate increased independence in dressing by doffing pullover shirt with minimal assistance.

  • Child will demonstrate increased independence in dressing by doffing pullover shirt independently.

  • Child will demonstrate increased independence in dressing by doffing shoes including untying shoes, with verbal prompting only.

  • Child will demonstrate increased independence in dressing by doffing shoes including untying shoes, with moderate assistance.

  • Child will demonstrate increased independence in dressing by doffing shoes including untying shoes, with minimal assistance.

  • Child will demonstrate increased independence in dressing by doffing shoes including untying shoes, independently.

  • Child will demonstrate increased independence in dressing by doffing shoes without unfastening, with verbal prompting only.

  • Child will demonstrate increased independence in dressing by doffing shoes without unfastening, with moderate assistance.

  • Child will demonstrate increased independence in dressing by doffing shoes without unfastening, with minimal assistance.

  • Child will demonstrate increased independence in dressing by doffing shoes without unfastening, independently.

  • Child will demonstrate increased independence in dressing by doffing socks with verbal prompting only.

  • Child will demonstrate increased independence in dressing by doffing socks with moderate assistance.

  • Child will demonstrate increased independence in dressing by doffing socks with minimal assistance.

  • Child will demonstrate increased independence in dressing by doffing socks independently.

  • Child will demonstrate increased independence in dressing by donning shoes with verbal prompting only, including tying shoes.

  • Child will demonstrate increased independence in dressing by donning shoes with moderate assistance, including tying shoes.

  • Child will demonstrate increased independence in dressing by donning shoes with minimal assistance, including tying shoes.

  • Child will demonstrate increased independence in dressing by donning shoes independently, including tying shoes.

  • Child will demonstrate increased independence in dressing by donning shoes without fastening, independently.

  • Child will demonstrate increased independence in dressing by donning shoes without fastening, with minimal assistance.

  • Child will demonstrate increased independence in dressing by donning shoes without fastening, with moderate assistance.

  • Child will demonstrate increased independence in dressing by donning shoes without fastening, with verbal prompting only.

  • Child will demonstrate increased independence in dressing by donning socks with verbal prompting only.

  • Child will demonstrate increased independence in dressing by donning socks with moderate assistance.

  • Child will demonstrate increased independence in dressing by donning socks with minimal assistance.

  • Child will demonstrate increased independence in dressing by donning socks independently.

  • Child will demonstrate increased independence in dressing by donning pants with zipper/button with verbal prompting only.

  • Child will demonstrate increased independence in dressing by donning pants with zipper/button with moderate assistance.

  • Child will demonstrate increased independence in dressing by donning pants with zipper/button with minimal assistance.

  • Child will demonstrate increased independence in dressing by donning pants with zipper/button independently.

  • Child will demonstrate increased independence in dressing by donning elastic-waist pants with verbal prompting only.

  • Child will demonstrate increased independence in dressing by donning elastic-waist pants with moderate assistance.

  • Child will demonstrate increased independence in dressing by donning elastic-waist pants with minimal assistance.

  • Child will demonstrate increased independence in dressing by donning elastic-waist pants independently.

  • Child will demonstrate increased independence in dressing by donning shorts with verbal prompting only.

  • Child will demonstrate increased independence in dressing by donning shorts with moderate assistance.

  • Child will demonstrate increased independence in dressing by donning shorts with minimal assistance.

  • Child will demonstrate increased independence in dressing by donning shorts independently.

  • Child will demonstrate increased independence in dressing by connecting zipper and pulling zipper up on jacket with verbal prompting only.

  • Child will demonstrate increased independence in dressing by connecting zipper and pulling zipper up on jacket with moderate assistance.

  • Child will demonstrate increased independence in dressing by connecting zipper and pulling zipper up on jacket with minimal assistance.

  • Child will demonstrate increased independence in dressing by connecting zipper and pulling zipper up on jacket independently.

  • Child will demonstrate increased independence in dressing by managing fastenings on clothing with verbal prompting only.

  • Child will demonstrate increased independence in dressing by managing fastenings on clothing with moderate assistance.

  • Child will demonstrate increased independence in dressing by managing fastenings on clothing with minimal assistance.

  • Child will demonstrate increased independence in dressing by managing fastenings on clothing independently.

  • Child will demonstrate increased independence in dressing by donning jacket with verbal prompting only

  • Child will demonstrate increased independence in dressing by donning jacket with moderate assistance

  • Child will demonstrate increased independence in dressing by donning jacket with minimal assistance

  • Child will demonstrate increased independence in dressing by donning jacket independently.

  • Child will demonstrate increased independence in dressing by donning pullover shirt with verbal prompting only

  • Child will demonstrate increased independence in dressing by donning pullover shirt with moderate assistance

  • Child will demonstrate increased independence in dressing by donning pullover shirt with minimal assistance

  • Child will demonstrate increased independence in dressing by donning pullover shirt independently.

  • Grooming

  • Child will demonstrate increased independence in grooming tasks by thoroughly brushing teeth independently.

  • Child will demonstrate increased independence in grooming tasks by taking a shower independently.

  • Child will demonstrate increased independence in grooming tasks by thoroughly brushing teeth with minimal assistance.

  • Child will demonstrate increased independence in grooming tasks by thoroughly brushing teeth with moderate assistance.

  • Child will demonstrate increased independence in grooming tasks by thoroughly brushing teeth with verbal prompting only.

  • Child will demonstrate increased independence in grooming tasks by thoroughly washing and drying hands independently.

  • Child will demonstrate increased independence in grooming tasks by thoroughly washing and drying hands with minimal assistance.

  • Child will demonstrate increased independence in grooming tasks by thoroughly washing and drying hands with moderate assistance.

  • Child will demonstrate increased independence in grooming tasks by thoroughly washing and drying hands with verbal prompting only.

  • Child will demonstrate increased independence in grooming tasks by performing hair care activities, including brushing and combing hair, independently.

  • Child will demonstrate increased independence in grooming tasks by performing hair care activities, including brushing and combing hair, with minimal assistance.

  • Child will demonstrate increased independence in grooming tasks by performing hair care activities, including brushing and combing hair, with moderate assistance.

  • Child will demonstrate increased independence in grooming tasks by performing hair care activities, including brushing and combing hair, with verbal prompting only.

  • Child will demonstrate increased independence in grooming tasks by taking a shower with minimal assistance.

  • Child will demonstrate increased independence in grooming tasks by taking a shower with moderate assistance.

  • Child will demonstrate increased independence in grooming tasks by taking a shower with verbal prompting only.

  • Child will demonstrate increased independence in grooming tasks by washing and drying face independently.

  • Child will demonstrate increased independence in grooming tasks by washing and drying face with minimal assistance.

  • Child will demonstrate increased independence in grooming tasks by washing and drying face with moderate assistance.

  • Child will demonstrate increased independence in grooming tasks by washing and drying face with verbal prompting only.

  • Toileting

  • Child will demonstrate increased independence in toileting by indicating the need to use the toilet, 80% of the time for bowel and bladder.

  • Child will demonstrate increased independence in toileting by managing clothing during toileting with minimal assistance.

  • Child will demonstrate increased independence in toileting by managing clothing during toileting with verbal prompting only.

  • Child will demonstrate increased independence in toileting by managing clothing during toileting independently.

  • Feeding

  • Child will demonstrate increased independence in feeding by using spoon to scoop food and bring loaded spoon to mouth independently.

  • Child will demonstrate increased independence in feeding by bringing loaded spoon to mouth independently.

  • Child will demonstrate improved feeding skills by eating different temperatures of foods, without complaint.

  • Child will demonstrate increased independence in feeding by using a functional grasp on spoon, and bringing spoon to food.

  • Child will demonstrate increased independence in feeding by using lips to clear food from spoon.

  • Child will demonstrate increased independence in feeding by using fork to pierce food.

  • Child will demonstrate increased independence in feeding by cutting soft food with knife.

  • Child will demonstrate increased independence in feeding skills by stabilizing container with non-dominant hand while grasping spoon with dominant hand, to eat food.

  • Child will demonstrate increased independence in feeding by using two hands together to stabilize food with non-dominant hand, and cut food with dominant hand.

  • Child will demonstrate increased independence in feeding by drinking from cup with lid independently.

  • Child will demonstrate increased independence in feeding by holding bottle while drinking.

  • Child will demonstrate improved feeding skills by coordinating suck, swallow, breathe synchrony when drinking from bottle.

  • Child will demonstrate improved feeding skills by coordinating sip, swallow, breathe synchrony when drinking from open cup.

  • Child will demonstrate increased independence in feeding skills by drinking from open while holding cup with two hands, without spilling.

  • Child will demonstrate increased independence in feeding skills by drinking from open while holding cup with one hand, without spilling.

  • Child will demonstrate increased independence in feeding by drinking from straw.

  • Child will demonstrate increased independence in feeding by taking bites from food, chewing and swallowing without difficulty.

  • Child will demonstrate increased independence in feeding by feeding self finger foods independently.

  • Child will demonstrate improved feeding skills by accepting one novel food item per week, per parent report and therapist observation.

  • Child will demonstrate improved feeding skills by accepting one novel protein per month, per parent report and therapist observation.

  • Child will demonstrate improved feeding skills by sitting at table with family to eat meal for 5 minutes, once per day.

  • Child will demonstrate improved feeding skills by accepting novel food on plate, during meal with family or peers, while remaining calm.

  • Child will demonstrate improved feeding skills by eating a novel texture, without gagging or spitting food out.

  • Child will demonstrate improved feeding skills by sitting with peers to eat snack/meal, once per day.

  • Child will accept physical assistance to grasp and bring utensils to mouth during feeding.

  • Child will demonstrate improved feeding by eating an increased variety of foods per parent report and therapist observation.

  • Routines

  • Child will demonstrate ability to follow AM routine, using visual schedule, with less than 3 verbal prompts.

  • Child will demonstrate ability to follow PM routine, using visual schedule, with less than 3 verbal prompts.

  • Child will follow classroom routine, using provided visual prompts, 4 of 5 days.

  • Sensorimotor/Physical

  • Improve sensory processing and self-regulation for enhanced cooperation and participation in everyday activities.

  • Child will demonstrate increased comfort during bathing, per parent report.

  • Child will demonstrate increased comfort during hairwashing, following use of prescribed strategies.

  • Child will demonstrate increased comfort during toothbrushing, following use of prescribed strategies.

  • Child will demonstrate increased comfort during nail trimming, following use of prescribed strategies.

  • Child will demonstrate increased comfort during diaper changes, following use of prescribed strategies.

  • Child will demonstrate improved attention by actively participating in non-preferred task for 3-5 minutes with less than 3 verbal prompts.

  • Child will demonstrate improved attention by actively participating in non-preferred task for 8-10 minutes with less than 5 verbal prompts.

  • Child will demonstrate improved self-regulation by calmly transitioning from preferred to non-preferred task, following use of prescribed strategies.

  • Child will demonstrate improved self-regulation by calmly transitioning to bedtime, following use of prescribed bedtime routine strategies.

  • Child will demonstrate ability to fall asleep within 15 minutes of going to bed, following use of prescribed bedtime routine.

  • Child will demonstrate improved self-regulation by remaining asleep through the night, following use of prescribed routine, 5 of 7 nights.

  • Child will demonstrate improved self-regulation by putting self back to sleep during the night, with use of prescribed strategies, 80% of the time.

  • Child will demonstrate improved sensory processing by using appropriate pressure when writing/coloring.

  • Child will demonstrate increased comfort with loud or unexpected noises, per parent report and therapist observation.

  • Child will demonstrate increased comfort with imposed movement, including use of suspended equipment within therapy sessions.

  • Child will demonstrate improved motor planning by completing 3-step novel obstacle course with verbal directions only.

  • Child will improve ability to calm self when upset by using sensorimotor activities/strategies with minimal prompting

  • Child will improve ability to calm self when upset using sensorimotor activities/strategies without prompting.

  • Child will improve ability to calm self when upset by taking a rest break 80% of the time, with verbal prompting only.

  • Child will demonstrate improved motor planning by actively engaging in novel motor activity with minimal assistance.

  • Child will demonstrate improved motor planning by seeking out novel motor activity.

  • Child will demonstrate improved self-regulation by transitioning from preferred to non-preferred task with minimal preparation.

  • Child will demonstrate increased upper body strength for enhanced participation in daily routines.

  • Child will demonstrate increased upper body strength by wheelbarrow walking for a distance of 5 feet with support at ankles.

  • Child will demonstrate increased upper body strength by wheelbarrow walking for a distance of 10 feet with support at ankles.

  • Child will demonstrate increased upper body strength by wheelbarrow walking for a distance of 5 feet with support above knees.

  • Child will demonstrate increased upper body strength by wheelbarrow walking for a distance of 15 feet with support at ankles.

  • Child will demonstrate increased upper body strength by performing 5 modified push ups, maintaining good postural alignment.

  • Child will demonstrate increased postural control by maintaining erect sitting posture at desk, for 10 minutes, during completion of fine motor tasks.

  • Child will demonstrate increased postural control by assuming and maintaining prone extension posture for 10 seconds.

  • Child will demonstrate increased postural control by assuming and maintaining prone extension posture for 5 seconds.

  • Child will demonstrate increased upper body strength by propelling scooterboard a distance of 10 feet using both arms together.

  • Child will demonstrate increased upper body strength by assuming and maintaining a full supine flexion posture for 10 seconds.

  • Child will demonstrate increased upper body strength by assuming and maintaining quadruped posture for 10 seconds, without scapular winging.

  • Child will demonstrate increased upper body strength by pushing up onto both arms while prone, during toy play.

  • Child will demonstrate increased upper body strength by weight shifting between right and left arms/hands, while engaged in toy play in prone.

  • Child will demonstrate improved postural control by maintaining ring sitting on floor for 3-5 minutes, during toy play, without falling.

  • Fine/Visual Motor

  • Improve fine/visual motor coordination for successful participation in everyday activities.

  • Child will demonstrate improved intrinsic hand function by picking up, storing and then inserting 5 coins into a vertical slotted container, without dropping any items.

  • Child will demonstrate improved intrinsic hand function by picking up, storing and then inserting 8 coins into a vertical slotted container, without dropping any items.

  • Child will demonstrate improved intrinsic hand function by translating coin from palm to fingertips, then placing into vertical slot.

  • Child will demonstrate improved intrinsic hand function by rotating coin in distal fingertips of first three digits, while maintaining digits 4 and 5 in flexion.

  • Child will demonstrate improved hand function by demonstrating separation of the two sides of the hand, while grasping crayon.

  • Child will demonstrate improved hand function by performing finger opposition forward and backward in less than 5 seconds.

  • Child will demonstrate improved bimanual skills by using neat pincer grasp to hold string while placing 5 one-inch beads onto string.

  • Child will demonstrate improved bimanual skills by connecting 2-inch pop-it beads, using two hands together.

  • Child will demonstrate improved bimanual skills by stabilizing paper with non-dominant hand, while using dominant hand to grasp crayon and scribble on paper.

  • Child will demonstrate improved hand function by opening and closing scissors with dominant hand, using functional grasp on scissors.

  • Child will demonstrate improved hand function by snipping paper 3x, with non-dominant hand to grasp paper and dominant hand to manage scissors.

  • Child will demonstrate ability to cut across a 5-inch strip of paper with scissors, using non-dominant hand to advance paper and dominant hand to cut with scissors.

  • Child will demonstrate ability to cut along a 5-inch line with 1/2-inch accuracy with scissors, using non-dominant hand to advance paper and dominant hand to cut with scissors.

  • Child will demonstrate ability to cut out a circle with 1/4-inch accuracy with scissors, using two hands together in a coordinated manner.

  • Child will demonstrate ability to cut out a square with 1/4-inch accuracy with scissors, using two hands together in a coordinated manner.

  • Child will demonstrate ability to cut along a curved line with 1/4-inch accuracy with scissors, using two hands together in a coordinated manner.

  • Child will demonstrate functional grasp on crayon while imitating lines on paper.

  • Child will demonstrate functional grasp on crayon while copying lines on paper.

  • Child will demonstrate functional grasp on crayon while copying simple shapes (circle, square, cross).

  • Child will use efficient grasp on writing tool while printing first name with 80% correct letter formation.

  • Child will use efficient grasp on writing tool while printing upper case letters with 80% correct letter formation.

  • Child will use efficient grasp on writing tool while printing numbers 1-10 with 80% correct formation.

  • Child will copy a 5-word sentence from desk to paper, with 80% correct sizing, spacing and organization of letters and words on page.

  • Child will copy a 5-word sentence from board to paper, with 80% correct sizing, spacing and organization of letters and words on page.

  • Child will demonstrate improved hand function, by resting ulnar side of hand on desk/table while using first three digits to control pencil to trace within 1/2-inch rings

  • Child will trace first name with crayon/pencil following correct letter formation, with verbal prompts only.

  • Child will trace shapes with 1/4-inch accuracy, with verbal prompting.

  • Child will demonstrate improved hand function by transferring an object from one hand to the other.

  • Child will demonstrate improved hand function by turning pages in book independently.

  • Child will demonstrate improved hand function by picking up, positioning correctly and using writing tools.

  • Child will improve ability to grasp/release objects by using a gross grasp to hold object.

  • Child will improve ability to grasp/release objects by releasing an object into a container.

  • Child will demonstrate improved visual motor control by placing 5 shapes into a shape sorter, with verbal prompting only.

  • Child will demonstrate improved visual motor control by using three-point grasp to place 10 medium-sized pegs into pegboard.

  • Child will demonstrate improved visual motor control by removing 4 rings from ring-stacking toy.

  • Child will demonstrate improved visual motor control by placing 4 rings on ring-stacking toy.

  • Child will demonstrate improved visual motor control by tracing within simple maze from left to right with 1/4-inch accuracy.

  • Child will demonstrate improved visual motor control by tracing within complex maze from left to right with 1/4-inch accuracy.

  • Child will demonstrate improved visual motor control by placing 3 shapes into simple puzzle.

  • Child will improve ability to grasp/release small objects by using neat pincer grasp 80% of the time.

  • Social

  • Child will demonstrate improved social skills to increase engagement with others.

  • Child will demonstrate improved social interaction by engaging in reciprocal play for 3 turns, once per session.

  • Child will demonstrate improved social interaction by engaging in reciprocal play for 5+ turns, once per session.

  • Child will demonstrate improved social interaction by demonstrating joint attention during preferred tasks, 2-3 times per session.

  • Child will demonstrate improved engagement with persons in environment by initiating familiar play sequence.

  • Child will demonstrate improved social skills by participating in turn-taking with peers during structured activity, with minimal prompting from adult.

  • Child will demonstrate improved social skills by participating in turn-taking with peers during unstructured play, with minimal prompting from adult.

  • Child will demonstrate ability to play alongside peer, during structured activity, while sharing materials without disturbing other's play.

  • Child will demonstrate ability to play alongside peer, during unstructured play, while sharing materials without disturbing other's play.