Individualized Education Program (IEP)

Student’s Name: Wade Quinlan Student's Date of Birth: 05/01/15

Undergraduate Teacher: Isabella Bastian Lab Day/Time: Tuesday 7PM-8PM

1. Introductory Paragraph:

Wade Quinlan is a 7-year-old in the challenger's sports program from 7PM-8PM. Wade
came into the first day with a lot of excitement, curiosity, and a drive to challenge himself. Wade
loves superheroes, outdoor activities like snowboarding, soccer, obstacle courses, basketball,
football, and engaging activities like board games, treasure maps, etc. Wade has attention deficit
disorder (ADHD), some behavioral issues regarding listening skills and treating equipment
appropriately and slight sensory issues. I noticed that having an interactive visual aid treasure
map with his favorite superheroes has been beneficial in motivating him to complete each task to
earn his reward at the end (coloring sheets and superhero pictures) Since Wade has ADHD it is
sometimes difficult for him to stay engaged and on task for an extended period of time. I have
found that using creativity in my planning and visual aids based on his interests has helped
significantly because it allows him to take a break and think about what he will get out of each
lesson. Wade loves physical activity, and it was easy to see from his talent as a 7-year-old.
Wade’s skills in throwing, striking, kicking, and dribbling are developmentally appropriate and I
was even surprised by his athletic abilities and drive to become better at each skill. One skill we
will focus on is catching. Wade has trouble watching the ball and sensing when to reach his arms
out to make the catch. We have incorporated activities for catching in our planning and we will
work on improving this skill throughout the program. Wade has been asking questions about how
to improve, he shows excitement when trying new games and skills and he has shown kindness
and bravery when working in small groups with his peers. Although Wade has been doing a
wonderful job so far, there are a few things he struggles with. A few things I noticed that we will
work on are slowing down, listening before doing a task, feeling comfortable and confident when
working in big groups and treating the equipment appropriately. Wade tends to get excited when
trying new activities and he does not always listen and pay attention to demonstrations. When
Wade can listen and slow down, he is excellent at what we are teaching but he gets ahead of
himself sometimes. When Wade has trouble listening, he tends to use the equipment when he is
not supposed to and he gets off task, which makes it harder to get him engaged again. This is a
main issue Kyle and I have been working on by using the interactive visual aid map and we have
seen a lot of progress. Wade also gets overwhelmed when working in big groups like the closing
activity with all his peers and teacher candidates. We have been working towards joining groups
throughout the program to introduce Wade to more of his peers so he can feel more confident.
Wade has been challenging himself to become better each week and by the end of the program I
believe he will be able to overcome the obstacles that are in his way.

Wade Quinlan was assessed using the Test of Gross Motor Development-3 on Tuesday, February
8, 2022, from 7PM-8PM. Assessment tool: TGMD-3

Cognitive:

Wade has shown so much effort in learning the different terms we have gone over the
past few weeks of the program. I created a visual aid map with Wade's favorite superheroes.
Each superhero on the map represents a different task for the night. When Wade completes a
task, he gets to move a token to the next character and read aloud what the next task will be.
Each task description has a certain movement concept or characteristic from the positivity
project (e.g., bravery, curiosity, positivity, etc.) Each time Wade moves a token and reads the next
task, I ask questions like, “what do you think teamwork means? What foot do you step with
when throwing? What should you focus on for this task?.” Asking these questions while using
the visual aid board makes learning memorable for Wade and he even asks about certain words
throughout the program. Last Tuesday we focused on the word accuracy and Wade was able to
tell me what he thought it meant and he even used the term throughout the tasks without
initiation from Kyle or me. I also made a tic-tac-toe board with questions in each spot. Wade can
read the questions and if he can answer them, he gets to put a token in the spot. The questions are
mostly about his behavior and following the rules throughout the night. Using this tic-tac-toe
board helps with learning in the cognitive and affective domains. Wade really enjoyed this
activity, and it is a great way for him to work on reading skills and communicating with teachers.
Wade's reading skills seem to be developmentally appropriate, and he can sound out words on his
own. Each week I choose a characteristic from the positivity project and base a lot of my
questions on that so Wade can fully understand each term and why it is important. On the first
night when we evaluated Wade with the TGMD-3, we focused on the word bravery from the
positivity project. We created visual aids of multiple different superhero's and focused on
questions based on this term. Wade's cognitive skills have been great so far and using visuals
throughout the lesson has helped a lot. During the TGMD-3 assessment, I used the visual aid
superhero map to combine movement concepts and academic language in the assessment, so it
was not just focused on skill abilities. Wade was able to read each task card by himself, answer
questions based on the skills we did, and he was able to define words that were written on board
(bravery, accuracy, and teamwork) By using key words each night throughout the entire lesson,
he can remember the terms better and focus on the importance of each word. One thing Wade can
work on to help his cognitive abilities is listening carefully before doing something. During
instructions we use the movement concepts and positivity traits to help Wade better understand
the meanings of each word. When he is having trouble focusing on instructions, he forgets the
words and why they are important in achieving each skill/task.

Affective:

Wade has had some trouble in the affective domain which relates to his behavior and
social skills. Listening can be difficult for Wade sometimes which leads to him using equipment
the wrong way and getting off task. This is common in almost all 7-year old's but sometimes this
behavior can be heightened in students with ADHD. I have noticed that Wade likes to try things
before looking at my demonstrations and listening to instructions. When this happens, I realize
that he might need a break to relax and look at the visual aids or try a new activity. Wade is
usually eager and excited to try new games and skills, so he tends to do things before listening. I
created the tic-tac-toe board to work on his listening skills and following rules after observing
him during the TGMD-3 assessment. On the board there are questions that include, “Did you
follow the rules today? Did you work with a classmate today? Did you do all the tasks? Did you
use your listening ears?” Wade gets to place a token on these spots when he shows me that he did
what the tic-tac-toe box says. This is a way for Wade to really focus on listening and doing what
he is supposed to do. The tic-tac-toe board has been motivating for Wade and we will continue to
use it to work on his listening skills. During the TGMD3 assessment Wade was excited and
wanted to try everything very quickly. He had trouble listening and watching demonstrations
before doing each of the skills. Wade did an excellent job waiting to use equipment when other
students were there first. Wade also offered and wanted to help Kyle and I pick up our equipment
at the end which showed us that he can be helpful and caring. During the TGMD3 assessment,
Wade's listening skills were not great, but it was the first night, so this was understandable. We
used our observations to shape the next lesson. In the next lesson we emphasized “slowww-
motionnn” movements and we made the activities creatively and humorous so Wade could enjoy
them and get engaged. Using creativity and visuals has been a huge help when working on
listening and rule following. Wade needs to work on slowing down for the most part so that he
can do each of the skills correctly. Wade also struggles with working in big groups, and he tends
to get overwhelmed with loud noises and being close in a group. During the TGMD-3
assessment we were working individually with Wade but starting 03/22/22 we have been
incorporating full group activities. Wade gets overwhelmed, self-conscious, unmotivated and his
behavior is heightened by these characteristics. When Wade does not know other students well,
he loses confidence and tends to get very upset. Wade isolates himself in the corner of the gym or
with his mom when he is upset and overwhelmed. We have worked on this by talking to Wade
with positive reinforcement and reassuring him that he can do everything the other students are
doing. We have also been working on joining other small groups in the instant activities to help
Wade meet more of the students and get to know them. I have noticed that Wade is very
respectful, helpful, generous, and friendly to his peers when he is in smaller groups. During the
start of class, we played a game with two other students and their teachers and Wade did a great
job sharing, understanding his other peer's abilities and he stayed engaged and positive
throughout the entire game. Wade was very generous throughout the activity and helped his peer
Kenith by showing him how to play the game and allowing him to start with the ball each time.
When someone in the group would mess up, Wade made sure to reassure them and keep going.
Working in bigger groups can be intimidating and nerve wracking for a lot of kids, especially at
the end of the night when he has worked hard for almost an hour. Wade has sensory issues that
can make him lose confidence and leads to him not wanting to participate with others. In the first
two weeks Wade was very engaged in the full group activity and raised his hand to answer
questions and participate. I have noticed that some nights can be better than others for Wade
depending on how much sleep he got the night before, how his day went at school and how
interested he is in the activities we create for the night. Wade was fully engaged and participating
in the full group closing activity after the TGMD-3 assessment. In the next eight nights of the
program, I have observed that Wade has lost confidence, motivation, and his participation skills
when it comes to working with others. There have been nights in the closing activity where Wade
is fully engaged and participating and some nights where he seems overwhelmed and does not
want to join at all. Wade has slight sensory issues which causes him to be bothered by large
groups, loud noises and being too close together in a group. In the next few weeks Kyle and I
will be working with Wade in the SIMS lab. The SIMS lab at SUNY Cortland provides sensory
integration for students like Wade. We will be working on heavy proprioception skills to help
Wade understand when he can use aggressiveness and when he cannot. The SIMS lab will be
extremely helpful to Wades sensory development and behavioral issues.

Psychomotor:

Wade has shown me excellent talent in sports, locomotor movements and he is always
trying to improve. One thing that I have noticed that is motivating to me as a future educator is
that Wade continuously asks questions about the cues, we give him to improve himself. In the
TGMD3 test Wade moved very quickly and got ahead of himself on a few skills. When we went
back and worked on moving slowly Wade perfected almost all of the skills. Wade needs to work
on skipping and using rhythm to get his arms and legs pumping coordinated. Wade also needs to
work on keeping his head up and eyes focused ahead when running, hoping, jumping, and
skipping to avoid falling or running into other people/equipment. The only locomotor skill on the
assessment that was noticeably performed incorrectly was skipping, the rest of the locomotor
skills came easy to Wade and he was able to score well on the assessment. Wade's locomotor
skills are very proficient when he can slow down and focus on what he is doing. Wade has
ADHD which may affect his listening skills when it comes to moving slower and focusing on
one skill at a time. Wade needs to work on catching when it comes to manipulative skills. Wade
has trouble focusing on the ball as it is coming towards him. When Wade is catching, he tends to
flinch, back up, or reach his arms out before he needs to. We have been working on catching a lot
after assessing Wade to help him focus on the ball and locate the ball so that he can sense when
he needs to reach his arms out and catch. Kicking, throwing, striking, and dribbling are some of
Wade's strongest skills based on our observations. In the first trial of the assessment Wade was
trying to go fast like he was racing somebody. After explaining and demonstrating a second time,
Wade was able to perform these skills proficiently. He has improved tremendously in the past
few weeks after the assessment because he is continuously asking questions and repeating the
cues to get better. Wade has great motivation to improve, he just needs to slow down through
each element of the skill to perfect them.

Fitness:

Wade is a very athletic 7-year-old. He shows motivation, curiosity, and effort in each skill
we have taught. When the activities get increasingly harder, we take a break at the visual aids
and talk about what we have done. Since Wade tends to move too quickly through activities
occasionally, he will get tired and need a short break. This is common, but Wade needs to work
on slowing down so that he can do the tasks the right way. When Wade is tired from vigorous
physical activity, he may not be able to sense certain things. Using the restroom before physical
activity and communicating with Wade throughout the activities is important to avoid accidents.
Wade has a lot of energy and enjoys the activities, so he usually does not need a break. One thing
we will keep working on is slowing down, moving through each step, and watching
demonstrations first so that he can do each skill correctly.

3. Long Term Goals and Short-Term Objectives:

A. Cognitive Long-Term Goal:

By high school Wade will be able to do everything that his peers can do. Wade has already
shown me proficient reading skills, he asks questions on how he can improve all the time, he
answers questions, he volunteers in the ending activities sometimes and he works hard to
understand everything. All these characteristics I have observed will get better as time goes on.
Using interesting activities and being creative has helped Wade in the program and if he
continues to be creative and motivated, he will do very well in high school. Wade will most
likely struggle with listening to detailed instructions when he is not interested in the topic but
there are many ways he can work on his focusing skills. One way we have worked on focusing is
by using interactive visual aids. The more Wade is engaged and actively learning, the more
knowledge he gains.

Long Term Objective: By high school Wade will be able to sit in class, listen, understand, and
follow all instructions given by his teachers

Short Term Objective 1: Wade will be able to actively participate in classes and the challenger's
program by avoiding interruptions, listening to cues, and listening to instructions given by the
teacher.

Short term objective 2: Wade will be able to read directions, tasks, and visual aid cards without
help from a teacher.

B. Affective Goal:

Affective long-term Goal:

By high school I think Wade will be able to play on sports teams, work with other students and
communicate with teachers. Wade is very athletic, and I can see him playing on sports teams in
the future. When Wade is familiar with his peers and knows them personally, he is able to work
in groups. Wade will need to work on communicating with others to achieve this long-term goal.
If Wade continues to work on slowing down, listening before doing, communicating, and
following rules he will be great. When Wade is interested in something he puts his mind to it, and
it will take him places in the future. Wade will need to focus on communication skills and self-
talk strategies to effectively work with peers and teachers.

Short term objective 1: Wade will be able to work with other peers and participate in group
activities without getting upset and nervous.

Short term objective 2: Wade will be able to listen to directions, apply what the teacher has
instructed and stay positive throughout lessons.

C. Psychomotor Goal:

Psychomotor long-term Goal:

By high school Wade will be able to play on multiple sports teams, participate in all physical
education classes and he may even be the star of his class/team. Wade is a great athlete already
and if he continues to work on the fundamentals, he will be very successful. Wade loves football,
soccer, basketball, and he has shown us that he loves throwing and catching which could
potentially lead to baseball. Wade is motivated, curious, and excited to try new things so there is
no doubt Wade will be able to participate in multiple different sports. Wade will need to work on
playing with others in the affective domain to achieve this long-term goal.

Short term objective 1: Wade will be able to catch a ball thrown to him by sensing how fast the
ball is going, the level the ball is thrown at and the direction the ball is thrown, using correct
form and sensory skills.

Short term objective 2: Wade will be able to slow down and focus on fundamentals when
performing each TGMD-3 locomotor and manipulative skill.

D. Fitness

Fitness Long Term Goal:

Wade will be able to participate in sports, physical education classes and daily physical activities
without taking breaks, without getting upset and without getting distracted. Wade will be able to
sense how his body is feeling before, during and after physical activity. Wade can work on this
goal by observing himself throughout vigorous activities and focusing on what his body feels
like.

Short term objective1: Wade will be able to perform each task in the lesson without getting
distracted when he is tired.

Short term objective: Wade will be able to communicate with the teacher when he needs a
break, when he senses that he needs a drink and when he needs to use the bathroom.

Basis for Evaluating Long and Short-Term Goals: TGMD-3, teacher observation, interactive
visual aids.

Health Considerations

Wade has slight sensory issues that make it difficult for him to read his body's signals.
When Wade is working hard and completing vigorous tasks, he may get tired and focus intensely
on what he is doing which distracts him from sensing how his body is feeling. Wade may have
trouble sensing when he needs to use the restroom. When Wade is fully engaged and working
hard, he may forget, or he may not be able to sense that he needs to use the restroom. Using the
restroom before starting the lesson to prevent accidents is a way to help Wade with this issue.
Wade should work on using the bathroom before physical activity and he should work on
slowing down during intense activities so he can sense when he needs a break or a restroom
break.

Behavioral Considerations:

Wade tends to get off task and use equipment when he is not instructed to. When Wade is
told to put equipment down, he gets upset and sometimes needs a break. Wade focuses a lot
better when he can take a short break and cool down. A way we have worked on this is by using
interactive visual aids that tie into the lesson for the day. This gives Wade a chance to cool down
and think about the lesson without causing more stress. Wade has ADHD which can make it
difficult for him to focus on one thing at a time. Avoiding potential distractions like loud noises
and having equipment during instruction will be beneficial and effective to Wades learning
outcomes. Wade’s sensory development skills also cause some behavioral issues. When Wade is
asked to work in groups, he gets frustrated, isolates himself, and argues about participating. I
have observed this issue in the challenger's program, and he struggles with this issue in school.
Understanding Wade and his sensory development is crucial for teachers to understand how to
manage his behaviors. When Wade is having this issue, I have worked on being positive,
reassuring him, and giving him compliments on the things he is good at instead of pointing out
the things he is doing wrong. When Wade is given motivation from his teacher, he is more likely
to listen, communicate about what is making him upset and he is more likely to at least try to
participate. Being calm and trying to understand what is making Wade upset is a consideration
teachers should have when trying to involve Wade in group activities. Wade also has trouble
working in groups when he does not know his peers well. After speaking with Emily Quinlan
(Wade's mom) I have learned that he participates in group activities in his after-school program
because he has grown up with the peers in the program and knows them well. When Wade does
not know other students, he loses confidence and doubts himself and others. A way to work on
this is by creating small group ice breaker activities so all students including Wade can get to
know each other. Some days are harder than others for Wade when it comes to being social with
others so observing Wade's mood and how he participates will be crucial when effectively
instructing. Wade works well in small groups and shows respect, a positive attitude and even
helps others that are struggling. Small group activities are important to developing Wades' social
skills before having him participate in large group activities.

Teaching Strategies

I created a visual aid map with superheroes that has helped Wade tremendously. Each
time Wade completes a task he gets to move a token on the map which has motivated him, and it
has helped him listen better. Understanding what Wade enjoys was beneficial to our lesson
planning. I learned that Wade loves superheroes and the Avengers so basing my lessons and
visual aids on that has helped him understand and participate in what he is instructed to do. I
made a tic-tac-toe board with questions that will work on following rules, being positive,
working with others and listening. At the end of each session Wade gets to read the questions and
put a token on each box that he completes that day. This is very motivating and fun for Wade.
Engaging activities like this are great for students with ADHD because it helps them focus on
specific skills and cues the teacher wants them to achieve. I have been using a reward system at
the end of each session. If Wade completes each task and shows me listening skills throughout
the session, he gets to take home a superhero coloring sheet. This is very motivating and fun for
Wade because he loves superheroes. Using these visual aids and rewards gets Wade really
excited for each session and he tends to learn better when he is trying to achieve something.
When Wade is having a tough time working with others due to being anxious, unmotivated, and
frustrated I have learned that staying very calm and positive is an effective teaching strategy for
Wade. When Wade does not feel like he is in trouble he communicates how he is feeling better.
Sensory issues can cause students to feel overwhelmed, anxious, and upset. When teaching
Wade, it is important to understand what affects his sensory development. Wade is bothered by
loud sounds, working with peers he does not know and changing routine. Understanding these
characteristics is important to effectively teach Wade and avoid potential behavioral issues.

Evaluation Plan
Wade did a great job in the challengers sports program and he showed Kyle and I major
improvements on his catching skills and slowing down through locomotor activities. Wades
psychomotor skills improved greatly, although he needs to be reminded to slow down
occasionally. When assessing Wades affective behaviors throughout lab they did not improve
much. Wade had trouble getting involved in bigger group activities and we made the decision to
work individually in the SIM’s lab for the remainder of the program. Working in the gym with
other students was difficult and overwhelming for Wade so focusing on improving his individual
skills was our best option. The challengers sport program was a great way for Wade to learn new
skills and improve on skills he struggled with at the beginning, like catching. Wade improved his
catching skills significantly from the lessons we shaped around sensing a ball coming at different
directions and speeds. We also focused on moving slowly through locomotor skills and Wade
was able to perform each fundamental element of each movement which was a huge
improvement from the first day of the program. Overall Wade improved his psychomotor skills
the most. The only improvement I did not see was in the affective domain during group activities
with other students and teacher candidates.

Services to be Provided:
Physical education instruction once each week at SUNY Cortland Adapted Physical Education
Lab for one semester. The challengers sports program started February 8, 2022, and it will end
May 3, 2022.
APE Placement Decision Model
Wade should be in a general physical education class without any additional support. Wade is
capable of participating in all activities without modification or assistance. Wade will need
additional support from faculty and staff in regards to his behavior in school. A school councilor
or a staff member to accommodate Wades sensory issues would be important to ensure he is
participating in group activities. A staff member, counselor or teacher that could help Wade and
understand his sensory overload would help P.E teachers and general teachers understand his
abilities and sensory triggers. Having an understanding of what overwhelms Wade is crucial to
teaching Wade in a meaningful and helpful way.