Impact Plan

Child’s name: Ammar Hany

DOB: N/A

Date of implementation: September 16th, 2025

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 i. PDSR Framework

The Psychosocial Developmental Relational Framework (PSDR)

The Psychosocial Developmental Relational (PSDR) Framework underpins

child growth, encompassing the intricate interplay of emotional, social, and
personality development. It emphasizes the gradual construction of self,
meaningful relationships, and personal growth alongside essential life skills. A
robust PSDR foundation is crucial for holistic child development, supporting
emotional, social, and academic success.

1. Psychosocial Well-Being (P)

· Focus: Ammar no longer cries when denied, but mornings can still be
unsettled (covering ears, resisting entry). Giving were returning to
school being aware of his psychocosial needs is essientail.

· Guaranteeing Impact: Morning visual checklist/ schedule for first part

of the day; SIT greeting with reassurance and positivity (“You’re
superhero and your safe, let’s start together”); plushy as a
comfort/social bridge at entry; access to calm corner if overstimulated.
Calm entry in 4/5 mornings

2. Strength-Based Approach (S)

· Focus: Ammar thrives with puzzles, visuals, and counting routines which
is a great asset.

· Guaranteeing Impact: Embed puzzles, numbers, and visuals into both

academic and social play; highlight successes with immediate praise.
Measure: Uses a personal strength (visuals, puzzles, counting) in at
least 2 activities weekly. The key is having Ammar enagge in his
strengths and exercise whenever there presents an oppourtunity. ·

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3. Developmental Skills (D)
· Focus: Ammar struggles with attention (3/5 for task completion/staying
seated) and relies on echolalia for communication.
· Guaranteeing Impact: Scaffolded short tasks with visual timers;
stamina-building (5 → 10 → 15 minutes); conversation practice with role-
play & scripts; consistent use of English across staff to avoid confusion.
Measure: Engages for 10 minutes with 2 prompts or less in 4/5
opportunities.

4. Relational and Therapeutic Support (R)

· Focus: Enhance Selim’s ability to build trusting relationships and engage

positively with peers and adults.

· Guaranteeing Impact: Peer buddy system for safe pairings; role-play

greetings; structured peer games; positive closure routines (“Good job,” high-
five); token system to reinforce independent initiation. Measure: Initiates or
joins peer activity daily with support, independently in 2/5 chances.

Phases of Intervention

Foundation Phase: Predictable visual routines; plushy bridge at morning

entry; SIT reassurance and calm corner for unsettled starts.

Skill-Building Phase: Role-play greetings & conversation starters;

question/answer practice; structured games (puzzles, Connect Four, Simon
Says) with clear visual rules; consistent English use.

Integration Phase: Guided peer buddy work; scaffolded recess play;

structured group activities with closure routines.

Independence Phase: Fade SIT prompts; plushy shifts to comfort-only;

Ammar self-initiates greetings, play invitations, and responses without
echolalia

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 ii. Goals

Overarching Goal:
Ammar will strengthen his ability to regulate emotions, sustain focus in
structured tasks, reduce reliance on echolalia, and confidently initiate and
participate in age-appropriate peer play and communication, using his
strengths in visuals, puzzles, and numbers as springboards for growth.

iii. Specific Goals

G1: Emotional Regulation

Focus: Ammar will use strategies to regulate himself across the school day
(mornings, transitions, noisy environments, when denied requests).

Activities/Tools:
Visual checklist to anticipate what is next offering regulation.

Plushy bridge

SIT reassurance

Have a calm-down corner

Regulation choice board (breathing, puzzle, break).

Impact Guarantee: Ammar will independently choose and use a regulation

tool in 3/5 dysregulation opportunities.

G2: Attention & Task Completion

·Focus: Ammar will sustain focus and complete scaffolded tasks.

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· Activities: ·
Note: The goal of these activities and tools is to help Ammar find appropriate
ways to self-regulate and achieve better focus for longer periods of time. It
also a technique to scaffold Ammar towards independency.

Mission Card Challenges

• Each task comes with a simple “mission card” that has clear steps.

• Ammar checks off or stamps the card when each step is complete,
giving a sense of progress and accomplishment.

Visual Timer Tools

• Use timers (sand timer, digital timer, or traffic-light timer) to help

Ammar focus on one task at a time.

• Clear visual countdown reduces anxiety and helps build task stamina.

Scheduled Movement Breaks

• Build short movement/sensory breaks into his day to regulate his

nervous system.

• This reduces restlessness, the need to stim or fidget, and decreases

reliance on echolalia for self-regulation.

Self-Monitoring Chart with Reinforcement

• Ammar uses a sticker/token or traffic-light chart to track his own focus

and effort.

• Positive reinforcement (praise, token) is provided when he reflects

honestly and shows progress.

Coping Tools Choice Board

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 • A visual board or small toolbox with coping tools (stress ball, water,
breathing card, headphones).

• When frustrated, Ammar independently chooses which tool to use.

Magic Potion Breathing Jar

• A clear bottle filled with glitter/beads and water, used as a visual aid for
calming.

• Shaking shows a “stormy brain”; watching the glitter settle helps

Ammar regulate and refocus.

Stamina Ladder

• Gradual stamina-building approach: start with 5 minutes on-task, then

10, then 15.

• Ammar earns tokens or praise for each rung completed.

Start/Finish Markers

• Use clear “start” and “finish” markers for tasks (e.g., task cards, visuals,
checkboxes).

• Helps Ammar know exactly when a task begins and ends, reducing
frustration and uncertainty.

Impact Guarantee: Ammar will complete structured tasks with ≤2 prompts in

4/5 opportunities.

G3: Social Skills & Emotional Understanding

· Focus: Ammar will actively approach and join peer play.
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1. Sport Quest

o Structured team games (soccer, relay races, mini “obstacle

courses”) that require turn-taking, patience, and frustration
tolerance.

o Success is measured not just by winning, but by staying regulated

and encouraging teammates.

2. Role-Reversal Skits

o Act out common social challenges (losing a game, waiting for a

turn, making a mistake).

o After acting, discuss how it felt and what strategies could help.
Builds empathy and flexibility.

3. Peer Buddy Projects

o Partner activities (building a Lego tower, solving a puzzle, making

a drawing).

o Ammar practices asking to join, staying engaged, and

celebrating completion with his buddy.

4. Emotion Coach

o Ammar takes on the role of “coach,” identifying feelings in story

characters, video clips, or peers in role-play.

o He suggests coping strategies for those feelings, and reflects on

how he might feel in similar situations.

5. Cooperative Challenges

o Activities where success depends on teamwork (tower building,

parachute games, scavenger hunts).

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 o Encourages peer interaction, communication, and shared
success.

6. Emotion Detective Game

o Using cartoons, books, or short scenarios, Ammar guesses

the emotion being shown and suggests possible solutions or
coping strategies.

o Makes emotional literacy concrete and fun.

7. Feelings Doctor

o Ammar becomes the “doctor” who helps characters or peers in

role-play find strategies for managing big feelings.

o Positions him as a helper to build confidence and perspective-

taking.

8. Daily Role-Play Practice

o Rehearse social scripts like “Can I play?” or “Do you want to join?”
before recess.

o Builds automaticity and lowers anxiety around initiating.

9. SIT Prompting During Recess

o SIT models or gently prompts Ammar to approach peers and join

in.

o Prompts fade as he becomes more confident.

10. Closure Routines

• Every interaction ends with a positive routine (compliment, high-five,

“good game”).

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 • Ensures social experiences finish with success and affirmation,
regardless of outcome.

· Impact Guarantee: Ammar will initiate or join 1 peer activity daily with
support, independently in 2/5 observed opportunities.

G4: Conversation & Echolalia Reduction

Focus: Ammar will improve conversation flow and reduce reliance on

echolalia.

Activities:

Simple, Clear Phrasing – Adults model short, functional sentences (“I want
water”) instead of long questions. This gives Ammar a ready structure
to copy meaningfully.

Visual Supports “ when introducing new words” – Use picture cards or

conversation visuals so Ammar links words to meaning. This helps him
choose instead of repeating.

Offer Choices Instead of Questions – Present two options (“Juice or

water?”). This limits the response set and encourages him to answer
with intention.

Peer/Adult Modeling – Have a peer or adult demonstrate the correct

response first, then invite Ammar to try. Live models reduce uncertainty.

Role-Play & Scripts – Practice greetings and short exchanges daily. Role-
play makes social language predictable and easier to recall in real
settings.

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 Delayed Response / Pause Time – Use a pause card or visual timer to
remind Ammar to wait before answering. This prevents him from
repeating immediately.

Expand His Echo – If he repeats the question, reshape it into the correct
response (“Do you want juice?” → “I want juice”). Gradually builds
functional language.

Reinforce Functional Speech – Give praise or tokens when Ammar

answers without echolalia. Reinforcement motivates him to use the skill
again.

Consistent English Across Staff – All adults use English consistently with
him. Predictable language input reduces confusion and repetition.

Impact Guarantee: Ammar will respond to peer/teacher interactions without

echolalia in 3/5 opportunities, using visuals, scripts, or modeled responses as
needed.

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