Problem:
I need goals for each day of the week for Monday, Tuesday, Wednesday, Thursday, Friday and Saturday for child. His skills are listed below. I need goals that are associated with their deficits that need to be worked on per day in each day of the week. I need ABA goals that are based on her skill deficits that can be observed and measurable. The goals have to be broken down to be able to be understood by parents. I need activity time slots that are dictated to each skill deficits. Each time slot can be for 5 min and within those 5 min i need activities for a behavior therapist to do to keep him engaged. His sessions are 3 hours each day and the sessions will be primarily be done at home. The time will be 3:00 am to 5:30 pm. I need suggestions for all the activities and their affiliated goals. I also need activities for 9 am to 3 pm to be done in a center. The center activities can be for socialization and independent skills too. Need Assignment Help?
Sriyansh typically requests preferred items using single words. With a verbal prompt from his parents to "ask properly," he will expand his request to "I want (item)." When he becomes overwhelmed or frustrated, Sriyansh may engage in hand flapping, make vocalizations, or withdraw/ignore others. He is able to label some basic internal states, such as saying "sleep" when tired and "booboo" when hurt. He does not usually state that he is hungry but will request specific food items instead. Sriyansh responds to joint attention but does not independently initiate joint attention. He has a large expressive vocabulary but articulation errors are noted at times (e.g., saying "hook" instead of "look"). Sriyansh responds to his name with eye contact, though he has difficulty maintaining eye contact during conversations. He currently has difficulty recalling or retelling information and answering "wh" questions.
Social Skills Deficits:
Sriyansh demonstrates a strong amount of expressive language. However, much of his speech consists of immediate echolalia, as he frequently repeats words or phrases spoken by others. He does not consistently respond functionally to questions and will often repeat the question rather than provide an appropriate answer. Sriyansh is currently unable to sustain reciprocal, back-and-forth conversation. Socially, he does not independently approach peers or introduce himself and rarely initiates interaction. He will say "hi" to others, but this appears routine in nature, and if he hears a phrase such as "good morning," he may repeat it multiple times to various people. When greeted, Sriyansh typically echoes the greeting rather than generating a novel response. Sriyansh appears to understand emotions receptively but does not independently express or label his own emotional states.
Play Skills Deficits:
Sriyansh demonstrates the ability to play with toys functionally and as intended, but also engages in sensory-seeking behaviors during play, such as mouthing non-edible items. His play skills are characterized by limited sustained attention, as he frequently shifts rapidly from one activity or toy to another. In peer settings, Sriyansh primarily engages in isolated play and does not typically seek out peers. He does not independently share materials and may approach peers and remove items from their possession without requesting or waiting for access.