Neuromotor IEP

The goal to meet the needs of fake student, Rizzo Lizo, are:

In order to be able to be successful in the 5th grade, Rizzo will be able to go from remembering one word and number in sequence to remembering three words and numbers in sequence, as measured by monitoring and charting progress

In order to be successful in the 5th grade, Rizzo will be able to say two syllable words with fluidity from 30% of time to 50% of the time, as measured by monitoring and charting progress

The first goal helps the student to improve his short term memory. Sublette writes goals that focus on taking multiple items and remembering one of them (Sublette, n.d.). The goal above takes one item and increases the instance of it. Using Sublette’s goal increases the rigor after the student has learned to increase his or her memory capacity. The National Dissemination Center (NICHCY) states that one of the areas that students with traumatic brain injuries suffers is in memory (NICHCY, 2012). Memory is important because it is the building block of learning. Without remembering knowledge, there is no point in learning new information. Interestingly, Jasmin notes that a common treatment for mild to moderate memory loss is cognitive therapy which is usually done through a Speech Language Pathologist (SLP) (Jasmin, 2013). This indicates that the majority of Rizzo’s services should be through the SLP. Therefore, the reason why this is an important goal is because it can expand the work that the SLP is doing inside of the classroom.

The second goal focuses on speech. NICHCY states that one of the areas that students with traumatic brain injuries (TBI) struggle in is talking (NICHCY, 2012). This would make sense if the child with the TBI received an injury in Broca’s area. Damage to Broca’s area causes aphasia. However, Chudler also notes that damage to the arcuate fasciculus (a bundle of fibers