GROUP-3-CASE-STUDY-AND-IEP-REPORT-SPED202-2025-2026

______________________________________________________________________________ 1 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL MASTER OF ARTS IN SPECIAL EDUCATION MSPED 202 CASE STUDY GROUP 3 NAME OF GROUP MEMBERS/STUDENTS: Rhea Rica L. Gravador Arianne R. Lindo Ruthie V. Rivera Andrew E. Saligumba Princess Angel L. Surreta Monica Louise R. Yaneza Submitted to: DR. AIDA S. DAMIAN (Professor) Date Submitted: November 16, 2025.

______________________________________________________________________________ 2 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL CASE STUDY Student Information Name: Isaiah Age: 7 years old Date of Birth: May 27, 2018 Grade/Year Level: Preschool School Attended: Special Education Learning Center Date of Assessment: July 25, 2025 Referral Source and Reason for Referral: Isaiah was referred by his SPED Teacher to a specialist/Pediatric Neurologist for consultation due to concerns with speech, attention and behavior. Background Information Family and Home Environment Isaiah was the only son of his parents. The family lives in San Juan City. His parents are both working as a Call Center Agents. They share the house with his grandmother, auntie and cousins, who took turns taking care of him whenever the parents are working. He was provided with love, care, and support for his therapy sessions. The parents are concerned on his delayed speech, inattentiveness, and hyperactivity. Educational History Isaiah attended school when he was 4 years old in Brgy. Progreso Day Care Center in San Juan City. Then, he attended formal schooling in San Juan Elementary School as a Kindergarten student at the age of 5. Currently, he is enrolled in a private Special Learning Center in San Juan City. Medical and Developmental History -At 4 years old he was first diagnosed with having Global Developmental Delay (GDD) on the basis of speech delay. -At 7 years old he was diagnosed with Autism Spectrum Disorder (ASD) with Intellectual and Language Impairments with combine Attention Deficit Hyperactivity Disorder (ADHD) - Developmental Milestones: Gross Motor (at par with age), Fine Motor (16–18 months), Receptive Language (12-16 months), Expressive Language (9-10 months), Personal/Social (18-24 months).

______________________________________________________________________________ 3 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL - Medical Diagnosis: Autism Spectrum Disorder with Intellectual and Language Impairments with combine Attention Deficit Hyperactivity Disorder (Dr. Anna Dominique P. Castro, 2025). - Therapies Recommended: Occupational therapy – twice a week: Fine motor skills, hand-eye coordination, work behaviors (Attention span, sitting span, impulse control, frustration tolerance) sensory integration techniques, adaptive/self-care skills (toileting, feeding, grooming) -Speech therapy – once a week: articulation, comprehension, vocabulary expansion, expressive abilities, processing. -ABA therapy – twice a week: therapy that uses principles of learning to improve communication, social, and learning skills. It works by encouraging positive behaviors through rewards and teaching new skills while decreasing challenging behaviors that interfere with the development. -Advised to take Melatonin to help him sleep and established routine. Social and Emotional Background Isaiah exhibits adequate non-verbal interactions to familiar faces but has difficulty maintaining eye contact and sustaining peer interactions. He maintains mild impulsivity, mostly inclined to sensory-seeking behaviors. He has inconsistent response to name calling and may resolve to frustrations when routines are disrupted. Presenting Concerns Isaiah attended school when he was 4 years old in Brgy. Progreso Day Care Center in San Juan City, his Day Care teacher Mrs. Pacis noticed that he shown speech delay and no peer socialization. Then, he attended formal schooling in San Juan Elementary School as a Kindergarten student, his Kindergarten teacher Mrs. Tadipa observed odd behaviors of him like tiptoeing, roaming in the classroom, having short attention span, and an echolalia. Isaiah’s parents and caregivers were worried when at age 2, he does not respond to his name when being called out and dodging eye contact when trying to talk or teach him to babble or “baby talk”. They also observed him tiptoeing instead of walking up to present. He enjoys lining his toys, fidgeting things, and watching “Tiktok” or “Youtube” videos on the cellular phone. Has heightened level of mobility and activity, and repetitive behaviors and verbalizations..

______________________________________________________________________________ 4 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL Academic and Cognitive Isaiah demonstrates delays in pre-academic skills such as reading readiness, number recognition, and visual-spatial copying. The specialist reported limited attention span and poor task persistence during structured activities. Behavioral and Social-Emotional Frequent distractibility and impulsive behaviors were observed, such as calling out during structured activities and assessment and inconsistent compliance with instructions. He shows challenges with self-regulation and frustration tolerance. Strengths Noted Responsive to structured routines and visual aids. Demonstrates curiosity and engagement during preferred activities. Shows gradual improvement to Applied Behavior Analysis or ABA therapy. Physically healthy and energetic. Assessment Procedures Formal and Informal Measures Administered Clinical developmental observations and structured play assessment, behavioral observation checklists (parent and teacher interviews), review of medical and therapy reports, and informal academic readiness activities (color, shape, letter, and number recognition tasks). Purpose of Each Test Assess general cognitive functioning, language development, and adaptive behavior. Identify learning readiness, attention, and gross motor and fine motor coordination. Observation Notes Isaiah appeared alert but highly distractible during assessment. Cooperation was variable, improving when activities involved manipulatives or visual prompts. He required frequent redirection and short breaks to sustain engagement on activities presented. Assessment Results Cognitive and Intellectual Functioning Attention and working memory are limited, he benefits from one-on-one instruction and visual scaffolding..

______________________________________________________________________________ 5 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL Academic Achievement Reading Readiness – emerging recognition of letters and sounds; Writing – limited fine motor control and letter formation, effect of using palmar grip and shifting from left to right hands; Math Readiness – can count with assistance but inconsistent number-symbol recognition; Visual-Spatial – copying basic shapes with maximum assistance. Language Skills Assessment Receptive – with fair comprehension characterize by understanding simple one- step instructions but struggles with complex directions; Expressive – has difficulty expressing himself, communicates primarily through non-verbal cues. Social-Emotional and Behavioral Observations Displays heightened level of hyperactivity and short attention span. Demonstrates effort when engaged but easily distracted by sensory stimuli and impulsivity. Responds positively to structured praise and visual reinforcements. Exhibits atypical play skills like lining of toys. Shows heightened level of activity, tiptoeing, repetitive verbalizations and behaviors. Interpretations of Results Relative to Norms and Expectations Results aligned with the diagnosis of Autism Spectrum Disorder with Intellectual and Language Impairment with comorbidity of Attention Deficit Hyperactivity Disorder. Isaiah functions below age expectations in Cognitive, Language, Social, and Behavioral domains, but shows potential for progress through consistent therapeutic interventions such as Applied Behavior Analysis (ABA) therapy, Occupational therapy (OT), and Speech therapy (ST), and structured supports. Summary and Diagnostic Impressions Isaiah is a 7-year-old, male with Autism Spectrum Disorder, accompanied by Intellectual and Expressive-Receptive Language Impairment with combine Attention Deficit Hyperactivity Disorder. His cognitive and language profiles show Global Developmental Delay, particularly in executive functions, attention, communication, and adaptive behaviors. Despite these challenges, Isaiah demonstrates meaningful progress through therapies and benefits from structured environments, visual supports, and sensory regulation activities..

______________________________________________________________________________ 6 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL Strengths Visual learning, gross motor coordination, motivation when reinforced, strong parental and caregiver support. Weaknesses Limited attention span, hyperactivity, impulsivity, distractibility, expressive language deficits, and delayed academic readiness. Recommendations Educational Accommodations and Modifications Simplified instructions with visual aids, short structured tasks with frequent breaks, preferential seating near teacher, reduced distractions, modified assignments (shorter written outputs, visual worksheets). Suggested Interventions Behavioral therapy or ABA therapy (twice a week), Occupational therapy (twice a week), Speech therapy (once a week), structured remedial instruction for pre- literacy and numeracy. Suggested Support Services Collaboration between therapists and SPED teacher for progress monitoring, family counseling on behavior management at home. Classroom Strategies for Teachers Use of token economy for reinforcement, consistent visual schedule, predictable routines, insertion of music and or movement breaks, and utilization of the 10:3 break or 10-3 rule (a time management strategy that involves working for 10 minutes in a focused burst/activity, followed by a 3-minute break). Follow-up Assessment Plans (if necessary) Re-evaluation recommended after six (6) months to monitor progress..

______________________________________________________________________________ 7 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL Conclusion Isaiah presents with developmental and learning delays consistent with Autism Spectrum Disorder (ASD) with Intellectual and Language Impairment with combine Attention Deficit Hyperactivity Disorder. With consistent therapies like (ABA, OT and ST), Individualized Education Plan (IEP) implementation, and supportive home-school collaboration, Isaiah is expected to make gradual progress in communication, behavior regulation, and academic readiness. He meets the criteria for Special Education services under the category of Autism Spectrum Disorder with Intellectual and Language Impairment with combine Attention Deficit Hyperactivity Disorder, and requires continued multidisciplinary intervention..

______________________________________________________________________________ 8 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL MASTER OF ARTS IN SPECIAL EDUCATION MSPED 202 INDIVIDUALIZED EDUCATION PROGRAM (IEP) GROUP 3 NAME OF GROUP MEMBERS/STUDENTS: Rhea Rica L. Gravador Arianne R. Lindo Ruthie V. Rivera Andrew E. Saligumba Princess Angel L. Surreta Monica Louise R. Yaneza Submitted to: DR. AIDA S. DAMIAN (Professor) Date Submitted: November 16, 2025.

______________________________________________________________________________ 9 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL INDIVIDUALIZED EDUCATION PLAN (IEP) STUDENT INFORMATION School Year: 2025-2026 Student Name: Xander Felix Masungsong Date of Birth: December 3, 2019 Age: 5 years and 9 months old Date of Developmental Assessment: September 28, 2025 Date of IEP: November 2025 Diagnosis: Attention Deficit Hyperactivity Disorder, Combined Presentation Evaluating Physician: Luisa Ysabel M. Diaz, MD, DPPS, DPSDBP – Developmental and Behavioral Pediatrics Recommended Interventions: Occupational Therapy with certified ABA therapist, 3–5 sessions per week I. BACKGROUND INFORMATION Xander is a friendly and warm child who demonstrates curiosity and eagerness to engage with adults and peers. He shows good gross motor balance and coordination, participates well in classroom activities, and can express himself using short, meaningful sentences. He exhibits high activity levels and impulsivity, which may result in difficulties with attention, sitting still, and regulating behavior during structured tasks. At times, this leads to restlessness, conflicts with peers, or minor accidents. He benefits from consistent structure, visual cues, and positive reinforcement. He was brought in for evaluation due to behavioral concerns such as hyperactivity, impulsivity, and difficulty sustaining attention or challenging behavior, which he may unintentionally hurt himself, leading to minor cuts and bruises..

______________________________________________________________________________ 10 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL II. DEVELOPMENTAL PROFILE AND LEARNING PROFILE Domain Approximate Developmental Age Strengths / Needs Adaptive – Self-care 3.7 years Needs reminders for independence in daily routines Adaptive – Personal responsibility 2.0 years Needs adult guidance for managing belongings Personal-Social – Adult interaction 4.4 years Friendly and responsive to adults Personal-Social – Peer interaction 5.6 years Enjoys peer play but may be impulsive during group activities Communication – Receptive 5.8 years Understands and follows short instructions Communication – Expressive 4.2 years Can express thoughts in short sentences Motor – Gross motor 5.4 years Good balance and coordination Motor – Fine motor 4.10 years Developing writing and cutting skills; needs support for control Cognitive – Attention and memory 4.4 years Short attention span; easily distracted Cognitive – Reasoning & academic skills 4.6 years Emerging literacy and numeracy; some letter/number reversals.

______________________________________________________________________________ 11 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL Cognitive – Perception & concepts 4.7 years Developing matching and categorization skills III. PRESENT LEVELS OF PERFORMANCE (PLOP) A. Cognitive and Academic Performance  Difficulty sustaining attention during academic tasks.  Needs frequent reminders and teacher prompts to stay focused.  Performs best in short, structured, and hands-on activities.  Benefits significantly from routine, consistency, and visual supports. B. Behavioral / Socio-Emotional Development  Shows impulsivity, restlessness, and difficulty waiting for turns.  Needs support in managing transitions.  May interrupt others during class.  Can regulate behavior better when ABA-aligned strategies are used (visual cues, reward system, token board).  Responds positively to praise and clear expectations. C. Communication Skills  Able to express needs verbally.  Expresses ideas in short but meaningful sentences.  May speak out of turn or forget conversation rules.  Benefits from simplified language instructions.  Needs support with listening skills and following multi-step instructions. D. Motor and Sensory Skills  Requires Occupational Therapy for sensory modulation and fine-motor development.  May show sensory-seeking behaviors (fidgeting, constant movement).  Writing readiness skills may still be emerging; needs guided fine-motor activities. E. Strengths  Highly curious and energetic learner.  Motivated by interactive lessons, games, and visuals.  Demonstrates good gross motor skills.  Responds well to positive reinforcement and individualized attention..

______________________________________________________________________________ 12 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL IV. EDUCATIONAL NEEDS  Structured routine and predictable classroom schedule.  Short, clear, step-by-step directions.  Visual supports such as picture cues, timers, behavior charts.  Frequent movement breaks (sensory breaks).  Reinforcement strategies aligned with ABA practices.  Fine-motor and sensory activities integrated throughout the day.  Preferential seating (near the teacher, low distraction area). V. ANNUAL GOALS AND SHORT-TERM OBJECTIVES Goal 1: Improve Attention and On-Task Behavior Annual Goal: Xander will sustain attention to lessons or activities for 8–10 minutes with minimal prompting. Short-Term Objectives: 1. Stay on-task for 3–5 minutes with verbal reminders. 2. Follow one-step instructions in 4 out of 5 opportunities. 3. Use visual schedule independently for transitions. 4. Return to task after redirection with reduced prompting. Goal 2: Enhance Self-Regulation and Behavior Control Annual Goal: Xander will independently use coping or sensory strategies (breathing, quiet corner, fidget tool) in 4/5 opportunities. Short-Term Objectives: 1. Recognize and label basic emotions using picture cues. 2. Use a calming or sensory tool when overwhelmed. 3. Follow class rules with fewer than two reminders. 4. Reduce impulsive interruptions during group work..

______________________________________________________________________________ 13 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL Goal 3: Improve Fine Motor and Writing Readiness Skills (Aligned with OT recommendations) Annual Goal: Xander will improve fine-motor coordination to complete pre-writing and writing tasks with better control. Short-Term Objectives: 1. Hold a pencil with correct grasp with minimal assistance. 2. Trace lines and shapes with 75% accuracy. 3. Complete basic hand-strengthening exercises during OT and class activities. 4. Copy simple letters and words with support. Goal 4: Improve Listening and Following Directions Annual Goal: Xander will follow two-step instructions in 4 out of 5 opportunities. Short-Term Objectives: 1. Follow single-step instructions consistently. 2. Listen for 1–2 minutes without interrupting. 3. Raise hand before speaking in class. VI. SUPPORT SERVICES A. Educational Supports  Visual schedule and timer  Chunking of tasks  Preferred quiet seating  Movement breaks every 15-20 minutes  Token Economy / Reward behavior system  Calm-down area or sensory space  Provide hands on and multi-sensory learning activities  Reinforcement techniques integrated into the classroom.

______________________________________________________________________________ 14 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL  Utilize 10:3 break or 10-3 rule (a time management strategy that involves working for 10 minutes in a focused burst/activity, followed by a 3-minute break). B. Related Services (Directly from the medical certificate)  Occupational Therapy (OT): 3–5 sessions weekly  Applied Behavior Analysis ABA-Based Interventions: Provided by a certified ABA therapist VII. ACCOMMODATIONS / MODIFICATIONS  Extended time for tasks  Visual schedule, task chart and timer for transitions  Reduced number of written requirements  Simplified directions, one step at a time  Option for oral responses instead of written  Use of fidget tools or sensory supports VIII. PROGRESS MONITORING  Weekly behavior checklist  Weekly task performance log  Monthly OT/ABA progress notes  Quarterly parent-teacher meetings  Annual IEP review or earlier if needed IX. PARENT/GUARDIAN PARTICIPATION Parent agrees with the goals and interventions outlined in this IEP and commits to reinforce behavioral and communication strategies at home. Parent Comments: ____________________________________________ Name of Parent: Signature: Date:.

______________________________________________________________________________ 15 | Page ST. JOSEPH’S COLLEGE OF QUEZON CITY 295 E Rodriguez Sr. Ave, Quezon City GRADUATE SCHOOL X. IEP TEAM MEMBERS SIGNATURES NAME POSITION SIGNATURE DATE Parent/Guardian SPED Teacher Kindergarten Teacher Occupational Therapist Guidance Counselor School Administrator.