MY PROGRESS PLAN FOR RANULPH GOODMAN, JULY 2015
Aspirations for Ranulph
1. To be healthy, happy, physical and communicate my wants and needs
Communication & Interaction long term outcome:
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1. To get what I want and need
1. Comm
2. To make myself understood
2. Comm
3. To express how I am feeling
3. Comm
4. To interact with people as much as I want
4. SEW
Communication & Interaction Next Steps:
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1. To use the signs for ‘yes’ and ‘more’ to express myself – generalising
1. Comm
in all contexts
2. Comm
2. To begin to copy other signs in context.
3. SEW
3. To get help from an adult when needed
4. SEW
4. To respond to intensive interaction with an adult or child
Communication & Interaction progress made over last year
In the last year Rannie has begun to take more notice of an adult signing when modelling
the signs for ‘yes’ ‘no’ and ‘more’. In the last six months he has started to use the sign
for ‘more’ when a motivating activity has been paused and he is asked more? He began
by watching an adult modelling it and then began to copy. He will now use the sign when
asked if he is asked the questions with the sign. He will also follow an adult when asked
to ‘come this way’ unless there is something more interesting which has his attention.
When eating and he is given a touch cue signal (tapping his hand) and the loaded spoon
is given to him he will bring the spoon to his mouth. Rannie now takes notice of himself in
the mirror or the ipad (on video) and will make funny faces into the mirror and often grin.
Rannie has also started to make lots more sounds and loves being copied during intensive
interaction sessions. He will take notice of his own voice when it is amplified by a
microphone and will often appear to sing or babble.
He has a lovely sense of humour and will look at people he knows well and give a cheeky
look. He will gain attention by pulling a hand to him and will sometimes pull himself onto
your lap.
Cognition & Learning long term outcome
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1. To use technology to have fun
1. AT
2. To use technology to control my environment
2. AT
3. To concentrate on activities for increasing amounts of time
3. ESP
4. To be able to engage and interact with another person
4. ESP
5. To fulfil my visual and auditory potential
5. ESP
Cognition & Learning Next steps
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1. To move the powered base with two switches (exploration of two
1. AT
switches doing two different things)
2. AT
2. To wait for the music or story to finish before I press the switch again
3. ESP
3. To concentrate on my helper
4. ESP
4. To copy an adult
5. ESP
5. To engage with a visually stimulating toy in a dark room for increasing 6. ESP
amounts of time
6. To alert, listen and respond to music or stories
Cognition & Learning progress made over last year
Rannie’s understanding of his routines and the structure of the day has developed really
well over the last year. He can now predict and participate in parts of the day clapping his
hands with pleasure when he does so. As he comes in he will explore the object of
reference and will help the adults get him into his stander as he knows to expect it. When
he gets out of his stander he will move towards his walker and try to pull himself into it.
At the end of the day he will blow out the candle. If he misses the end of the day song
we have to sing it for him as it is his signal that he is going home. If the taxi is late he
can become distressed. He has a good understanding of cause and effect and
understands that a switch does different things. When in front of the computer he will
activate the switch in different ways moving it around and will now study he screen.
Social Emotional Well-being long term outcome
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1. To be happy and healthy
1. SEW
Social Emotional Well-being next steps
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1. To get help from an adult when needed
1. SEW
2. To respond to intensive interaction with an adult or child
2. SEW
Social Emotional Well-being progress made over last year
Rannie settled well into his new class and has developed good relationships with the small
number of people who work with him who are able to interpret his communication. Once
he knows the routine and knows what is expected he will feel secure and comfortable and
show his wonderful sense of humour. When he has been out of routine for example when
his taxi was late one day he has shown that he becomes very distressed. It is very
important to him that routine parts of the day stay the same as this makes him feel
secure. This does not mean that they cannot be changed as long as they then stay the
same for a period of time and are the same every day.
Rannie will come close to a friend and will play next to them but will usually not engage
unless they have something he wants, although he did come over to Fenton and cuddled
his leg.
Sensory and physical long term outcome
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1. To fulfil my visual and auditory potential
1. ESP
2. To be able to move myself around as much as I am able
2. Phy
3. To maintain my health and physical wellbeing by being as active as
3. Phy
possible
Sensory and physical next steps
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1. To engage with a visually stimulating toy in a dark room for increasing 1. ESP
amounts of time
2. ESP
2. To alert, listen and respond to music or stories
3. Phy
3. I need to build my strength so I need to be physically active
throughout the day including:
 Practise climbing over, under and through
 Learn to move from sit to stand using a box
 To pull myself to standing when given the sign and have my hands
held – pushing through my legs to a standing position
 Practice cruising to both sides to reach a toy (when standing at a
worktop)
 To steer my trike or walker
 To spin myself to spin in the helping hand sling
 Have the opportunity to take risks safely so that I learn what my
body can do
 Practise walking in the pool for half a width independently
 To maintain an upright position when gently bounced on the
trampoline
 If I pull myself up onto all fours put something motivating in front
of me to encourage me to move towards it.
 Ensure I am out of my chair a lot
 Walking and standing daily
Sensory and physical progress made over last year
Vision
Rannie’s vision has improved this year and his prescription has changed to reflect this. He
spends several sessions a week doing visual stimulation sessions in the sensory studio
and dark room. He has begun to take much more notice of the computer and ipad and
will still and turn his head to look at another child when they are playing with it, often
moving himself over to them and taking it from them. He will now give good eye contact
on occasions and respond to smiling by reciprocating.
Hearing
Rannie now tolerates his hearing aids really well and has them in most of the time. He
responds to lots of sounds appropriately and finds certain music such as Katherine
Jenkins calming.
Rannie has developed his understanding of his routines this year. When he comes into
class he will stop at the sensory cue for the classroom. He is also presented with objects
of reference to enable him to predict where he will be going next. Rannie needs lots of
strong sensory feedback and loves to be tickled or have his hair ruffled he likes strong
flavours and smells and on one occasion he took himself into another classroom and
climbed onto the table to get to some cheese and onion crisps.
Physically Rannie has become stronger this year, he is very fast in his walker and self
propelling his wheelchair and can stand independently for approximately 30 minutes at
the work top or sink. He likes to be on the move and will bottom shuffle, pull himself up,
roll, stretch and climb onto the sofa throughout the day. This year in class he has enjoyed
walking in the helping hand hoist and even taken a few independent steps although he
will still revert to moving on his bottom as it is quicker.
Independence (and community involvement) long term outcome
1. Feed myself something once a day
2. Take myself to the bathroom area
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1. FS
2. FS
Independence (and community involvement) next steps
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1. To feed myself something once a day
2. To take myself into the bathroom when given the object of reference
3. To use my toilet seat in the bathroom with support
1. FS
2. FS
3. FS
Independence (and community involvement) progress made over last year
Rannie has made significant progress with his independence in the last year. He is able to
self propel his wheelchair very quickly and will negotiate doorways and obstacles using
his feet but also moving one wheel then another. He will now choose to go to his walker
and attempt to get into it. Once in it he is very fast and staff with him, have to run to
keep up. He started the year by exploring the same places – the sensory studio and
swimming pool but he will now explore new places and will take himself all over the
school. When going swimming he will shuffle around to the swimming pool from the
changing area and take himself down the steps of slide to get in. Rannie has begun to
make choices about what he wants by taking himself over to something he wants and
requesting it by reaching up. He does this when he wants to go in the helping hand sling
in the hoist and when he can see a basket on the work top. He will also choose to try to
pull himself up to the worktop to play with the running water or take himself out to the
paddling pool and try to climb in fully clothed.
Rannie uses a toilet seat as part of a routine and once standing at the bench in the
hygiene unit he can pull himself up onto it. He has had some success using the toilet
although he isn’t that keen if it’s too cold. Rannie has also made significant progress with
eating has begun to feed himself finger food such as cheddars and sponge fingers and
can feed himself with a spoon once given a touch cue and the spoon is loaded.
Profile Abbreviations:
Engagement support: ESP
Access Technology: AT
Communication: COMM
Functional Skills: FS
Social & Emotional Wellbeing: SEW
Physical: PHY
Driving: DP