This document outlines a Personalized Intervention Plan (PIP) for a student named A.S. who has been diagnosed with atypical autism and developmental delays. The PIP involves specialists like parents, teachers, a speech therapist, and psychologist. It aims to develop the student's cognitive, emotional, personal, and language/communication skills over the school year through various learning activities and interventions. Progress will be assessed periodically based on objectives in each area. The PIP will be reviewed and recommendations provided to help further support the student's development and successful integration.

1. The Personalized Intervention Plan
Student’s name: …………………………………………………………….
Specialists involved in PIP (teachers conducting the interventions, parents, collaborators): ……………………...
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Date: …………………………………………..
PIP review date: ……………………………….
Student Interventions: ……………………………………………………………………………...........................
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Classroom / School Interventions: …………………………………………………………………………………
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Family Interventions: ………………………………………………………………………………………………
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Goals / Aims: ………………………………………………………………………………………………………
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Objectives: …………………………………………………………………………………………………………
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Resources: …………………………………………………………………………………………………………
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Strategies: …………………………………………………………………………………………………………..
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Intervention period: ………………………………………………………………………………………………..
Assessment: ………………………………………………………………………………………………………..
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Results: ……………………………………………………………………………………………………………..
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2. EXAMPLE OF PIP
Student’s name: A.S.
Specialists involved in PIP: parents, speech therapist, physical therapist, educator, psychologist
Problems faced by the child / Diagnosis: atypical autism, delay in mental development
Priorities for this school year:
• Encouraging intellectual development by practising psychological processes
• Developing verbal and nonverbal communication skills and attitudes of respect for and understanding of
others;
• Improving body posture and self –image;
• Developing spatial orientation skills;
• Developing the ability to imitate activities / actions.
Field
/ Aim
Objectives Examples of
learning activities
Period
of time
Minimal
criteria for
assessing
progress
Assessment
methods
and tools
Specialists
Cognitive
Develop
thinking skills
to form
independent
behaviour
Stimulate
intellectual
development
by practising
psychological
processes
Exercises for
developing thinking,
imagination,
attention, speech
(matching, puzzles,
word order,
drawing, guessing )
School
year
Sort objects
into groups
on the
magnetic
board
Draw
objects
Mime
actions
Praise
Observation
Different
objects,
cards,
pictures
Teacher
Parents
Emotional
Adapt to the
classroom
environment
Practise
independent
behavior to
further
integrate
Develop
verbal and
nonverbal
communicatio
n skills and an
attitude of
respect
towards
others
Role play
Miming
Sequencing pictures
Repetitions
School
year
To
recognize
gestures and
guess body
language
To
pronounce
words
Praise
Role play
Short games
Pictures
Audio
material
Teacher
Parents
Psychologist
Personal
Autonomy
Practising
independent
behaviour for
further social
integration
Develop
spatial
orientation
skills and
social skills
Recognize different
objects / rooms in
school
Naming objects /
people
Dual / multiple
choice
School
year
Recognition
of different
objects /
people in
the class
Observation
Praise
Crafts
Handouts
Pictures
Teacher
parents

3. Field
/ Aim
Objectives Examples of
learning activities
Period
of time
Minimal
criteria for
assessing
progress
Assessment
methods
and tools Specialists
Language and
Communica-
tion
Improve the
ability to
receive verbal
and nonverbal
messages
Develop
speaking and
writing skills
Develop the
ability to
imitate
actions
Receive and
interpret
signals /
sounds
Listening
Identifying sounds
Imitations
Copying words /
letters/ short
sentences
Pronunciation
exercises
School
Year
To
recognize
and name
sounds
To identify
and imitate
sounds /
words
To imitate
actions
To copy
words
Observation
Praise
Listening
materials
Flashcards
with
pictures /
words
Handouts
Parents
Speech
Therapist
Teacher
Periodic Assessment
Accomplished objectives: …………………………………………………………………………………………
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Difficulties/ Problems: …………………………………………….. ……………………………………………...
High impact methods:
Positive: ……………………………………………………………………………………………………………
Negative: …………………………………………………………………………………………………………..
Review of PIP: ……………………………………………………………………………………………………
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Recommendations: …………………………………………………………………………………………………
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Family’s role and involvement in the program: ……………………………………………………………………
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4. PLANUL DE INTERVENŢIE PERSONALIZAT (P.I.P.)
Numele şi prenumele elevului:
Specialişti care intervin în realizarea PIP (cadre didactice care realizează intervenţia, părinţi, colaboratori):
Data realizării PIP:
Data revizuirii PIP:
Acţiune asupra elevului:
Acţiune la nivelul clasei:
Acţiune la nivelul familiei:
Acţiune la nivelul personalului didactic:
Scop:
Obiective:
Resurse:
Strategii:
Perioada de intervenţie:
Modalităţi de evaluare:
Rezultate obţinute în urma aplicării PIP: