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Writing the IEP for developmental preschool
What types of things would you write on an IEP for developmental preschool for speech delay and sensory integration issues? (speech delay most likely caused by auditory processing problems/sensory integration). Daughter gets evaluated by the school system in a couple weeks and then the IEP meeting is the following week. Her Birth to 3 therapist is going to attend the meeting with me. I also found someone in my town that has a son with autism who is 3 1/2 and is in the developmental preschool program. But, wanted to get more advice than from just one person. Her son has more behavioral issues and social communication issues associated with autism and less with speech delay, so I am sure my daughter's IEP would be significantly different from his since I want to focus on the speech and auditory processing. I'm getting nervous. Husband will be attending the meetings as well. Already had the Birth to 3 transition meeting, where a member from the school team came to discuss and set up the evaluation and talk about what the transition would be like. Our town's school system is really good (we moved recently and it is one of the huge reasons we picked this town over others because they did have a good special ed system as well as public school system).
I think we are on the right track as to the goals, the phrasing can be decided at the meeting. Thats why we have meetings. to get the best minds together and hammer out the details. As long as you see that the goals are SMART: Specific, Measurable Atainable and have a Time table, you're good to go.
I just want to re-iterate the need for specific Present Level of Preformance items wriiten into the IEP.
Once you have the IEP in place, make sure teachers who work with her, READ IT and follow it. They must have e a copy of the IEP. So when you meet with her teacher, ask to see her IEP. Do a spot check audit.
I just want to re-iterate the need for specific Present Level of Preformance items wriiten into the IEP.
Once you have the IEP in place, make sure teachers who work with her, READ IT and follow it. They must have e a copy of the IEP. So when you meet with her teacher, ask to see her IEP. Do a spot check audit.
Because of the echolalia (and because they can sometimes find it very difficult to choose when given more than one option), what about getting her to point to the picture of the food she wants first and then say what that food item is. So 'what do you want to drink', your daughter would first point to the picture board so that she correcty identifies what she does want. Then her next IEP target would be to verbalise what she has pointed to.
You might be able to continue with your system at home because she is less anxious there. But at school, with everything else going on, and basically any teaching assistant is not going to have the same amount of time to dedicate to your child as you do at home. It might be less frustrating for your daughter to use a visual picture symbol at least initially to demonstrate understanding and then move onto verbal communication.
This system can also be used with other symbols eg. she could have a keyring with some symbols on it clipped to her clothes eg. toilet, help, timeout/quiet time, want to play etc. She would be taught what these symbols meant (learning one symbol at a time in order of what is a priority). Then her next IEP target would be to use it appropriately eg. go up to a nominated adult (the child usually has to be taught first who the nominated adult is as they may find it hard to 'choose' out of a number of adults which one they should go to. They would be taught to get the adults attention (stand in front and put hand up, hold hand etc), and show adult the symbol. The adult can then say 'you want to go to the toilet?' and start with teaching the child to nod or sign a response, then say 'yes' or 'no', then affirmation eg. 'yes I want toilet'.
But the above kind of targets are something a Speech and Language Therapist who specialises in autism should be putting together rather than you having to 'think it up yourself'.
You can also have it clearly stated about the echolalia. For example, on one of my son's IEPs it stated. XXXX will be given a simple verbal instruction directed only to him, and he will be asked to repeat it back to the Teaching Assistant to check he has understood what is expected of him. I had a fit about that. My son can repeat hours of TV/DVD dialogue. That is what echolalia is, an echo of what has been said to them or heard by them. So I had the wording changed that XXXX would be able to verbally demonstrate he knew what he had to do by not exactly repeating the phrase said to him. And mostly he couldn't do that because of his language disorder, so he failed that target. But it is important to have it specific so that when they do fail the targets everyone can see why and what other supports are needed. I found my son's previous school found it very difficult to set specific targets and record that he failed. They preferred to 'muddle' through pretending that he had an idea of what he was doing. Was that to protect how they felt about their structures and approaches failing my son. Was it to protect me and not have to tell me that 'he has failed another target'. Whichever, that attitude was in no way helpful to my son.
You might be able to continue with your system at home because she is less anxious there. But at school, with everything else going on, and basically any teaching assistant is not going to have the same amount of time to dedicate to your child as you do at home. It might be less frustrating for your daughter to use a visual picture symbol at least initially to demonstrate understanding and then move onto verbal communication.
This system can also be used with other symbols eg. she could have a keyring with some symbols on it clipped to her clothes eg. toilet, help, timeout/quiet time, want to play etc. She would be taught what these symbols meant (learning one symbol at a time in order of what is a priority). Then her next IEP target would be to use it appropriately eg. go up to a nominated adult (the child usually has to be taught first who the nominated adult is as they may find it hard to 'choose' out of a number of adults which one they should go to. They would be taught to get the adults attention (stand in front and put hand up, hold hand etc), and show adult the symbol. The adult can then say 'you want to go to the toilet?' and start with teaching the child to nod or sign a response, then say 'yes' or 'no', then affirmation eg. 'yes I want toilet'.
But the above kind of targets are something a Speech and Language Therapist who specialises in autism should be putting together rather than you having to 'think it up yourself'.
You can also have it clearly stated about the echolalia. For example, on one of my son's IEPs it stated. XXXX will be given a simple verbal instruction directed only to him, and he will be asked to repeat it back to the Teaching Assistant to check he has understood what is expected of him. I had a fit about that. My son can repeat hours of TV/DVD dialogue. That is what echolalia is, an echo of what has been said to them or heard by them. So I had the wording changed that XXXX would be able to verbally demonstrate he knew what he had to do by not exactly repeating the phrase said to him. And mostly he couldn't do that because of his language disorder, so he failed that target. But it is important to have it specific so that when they do fail the targets everyone can see why and what other supports are needed. I found my son's previous school found it very difficult to set specific targets and record that he failed. They preferred to 'muddle' through pretending that he had an idea of what he was doing. Was that to protect how they felt about their structures and approaches failing my son. Was it to protect me and not have to tell me that 'he has failed another target'. Whichever, that attitude was in no way helpful to my son.
Getting specific on things, what other things would you expect besides returning greetings? Would it be too much to ask that she initiate the greetings or initiate language? (she's very echolalic right now). Returning a morning greeting she often enough. Initiating a greeting she never does. We've been struggling to get her to ask for things instead of tugging at us. We always ask her to either "use her words" or ask her "What do you want?" Sometimes we'll ask her if she wants something we know she doesn't want, just to see if she'll respond with what she does. But we always have to prompt. I'm not sure how to write that in IEP language.
At home, too, we've tried the giving her two choices, and we found she was repeating the second choice a lot, so we asked things like if she's dragging us to the refrigerator, we might say something like "What do you want to drink? Milk or shoes?" And if she says shoes, then we hand her her shoes and say there you go, drink up. It's helped some with the repeating the last word. We're not giving her an easy out. I mean, a choice between milk and juice, maybe she wants the milk but if saying juice is just easier because it's the last thing we said, then we have been trying to make it less easy. I'm not sure the developmental preschool is going to use these same games or not.
And I don't want them to count her repeating words, "echolalia", as part of her vocabulary unless she can use the words meaningfully. I thought about putting the goal of increasing her vocabulary in the IEP, but she might repeat a word and then never use it again because she was just repeating the word that was said. So I guess I am wondering how to phrase the IEP so it states something like "increases vocabulary that she uses spontaneously" and another goal that says something like "uses words without prompting". I don't care if it's sign language or spoken words... but more spontanaity would be nice. I know that's the real issue... she is having problems with her brain processing language and having problems with vocabulary recall, unless prompted, and if it's a sensory issue... then having an occupational therapy to address those issues I want in the IEP as well. I just don't know how to phrase all of this with measurable goals and how to write them.
I do feel more confident about the whole process and that her therapist will be at the IEP meeting with us, but I'm still nervous about getting it written properly. I know it can be revised at any point during the year, upon request. So I guess if we "mess it up" we can fix it later. I'd rather have it done right in the first place, though. *sigh*
At home, too, we've tried the giving her two choices, and we found she was repeating the second choice a lot, so we asked things like if she's dragging us to the refrigerator, we might say something like "What do you want to drink? Milk or shoes?" And if she says shoes, then we hand her her shoes and say there you go, drink up. It's helped some with the repeating the last word. We're not giving her an easy out. I mean, a choice between milk and juice, maybe she wants the milk but if saying juice is just easier because it's the last thing we said, then we have been trying to make it less easy. I'm not sure the developmental preschool is going to use these same games or not.
And I don't want them to count her repeating words, "echolalia", as part of her vocabulary unless she can use the words meaningfully. I thought about putting the goal of increasing her vocabulary in the IEP, but she might repeat a word and then never use it again because she was just repeating the word that was said. So I guess I am wondering how to phrase the IEP so it states something like "increases vocabulary that she uses spontaneously" and another goal that says something like "uses words without prompting". I don't care if it's sign language or spoken words... but more spontanaity would be nice. I know that's the real issue... she is having problems with her brain processing language and having problems with vocabulary recall, unless prompted, and if it's a sensory issue... then having an occupational therapy to address those issues I want in the IEP as well. I just don't know how to phrase all of this with measurable goals and how to write them.
I do feel more confident about the whole process and that her therapist will be at the IEP meeting with us, but I'm still nervous about getting it written properly. I know it can be revised at any point during the year, upon request. So I guess if we "mess it up" we can fix it later. I'd rather have it done right in the first place, though. *sigh*
Make darn sure the "Present Level of Performance" (PLOP) parts are complete and detailed. I like to use the "complete stranger" test. read it as if you are a complete stranger to the child and see if you get a complete picture of what is going on. In fact, the new teacher the next school year will be a complete stranger in most cases.
Make sure goals are measurable and tools are there for measuring progress. Make sure the goals are atainable but not foo-foo. Make sure they are specific. "she will improve approprate social reciprocity"-- NO!! "She will retrun a morning greeting with the regular ed teacher with a good morning 4 out of 5 days of the school week recorded by weekly calandar marks" -- Better.
Make sure goals are measurable and tools are there for measuring progress. Make sure the goals are atainable but not foo-foo. Make sure they are specific. "she will improve approprate social reciprocity"-- NO!! "She will retrun a morning greeting with the regular ed teacher with a good morning 4 out of 5 days of the school week recorded by weekly calandar marks" -- Better.
Hi,
One thing you might consider doing is asking the school for a copy of another student's IEP (with identifyers blacked out) to use as a template.
Although the main issue or area that you would like to have addressed is Speech Language Pathology, the IEP should contain information on your child's interests (eg: music is a great teaching tool), art, dance (whatever) so they can incorporate it into the plan as a strategy. Also what behavioral issues arise during frustration or overstimulation? What will be the strategy to deal with those issues?
The assessment that will be done will give you more concrete understanding of areas requiring attention (eg: pragmatic language skills, socialization skill, vocabulary development). When the standardized testing has been done it will benchmark where your daughter is at present and what would a realistic goal be over the school year with respect to SLP.
What physical accomodations can be made in the classroom/school to minimize distraction or provide proper distraction (ie: figet toys, rocker seat at desk).
The school my son is in is terrific at communication between home and school (I'm lucky) and there is a monthly review of where Liam stands on his goals. Best of luck!
One thing you might consider doing is asking the school for a copy of another student's IEP (with identifyers blacked out) to use as a template.
Although the main issue or area that you would like to have addressed is Speech Language Pathology, the IEP should contain information on your child's interests (eg: music is a great teaching tool), art, dance (whatever) so they can incorporate it into the plan as a strategy. Also what behavioral issues arise during frustration or overstimulation? What will be the strategy to deal with those issues?
The assessment that will be done will give you more concrete understanding of areas requiring attention (eg: pragmatic language skills, socialization skill, vocabulary development). When the standardized testing has been done it will benchmark where your daughter is at present and what would a realistic goal be over the school year with respect to SLP.
What physical accomodations can be made in the classroom/school to minimize distraction or provide proper distraction (ie: figet toys, rocker seat at desk).
The school my son is in is terrific at communication between home and school (I'm lucky) and there is a monthly review of where Liam stands on his goals. Best of luck!
As my son has the same difficulties I will put down what they have on his Education Plan.
Speech delay, communication difficulties: That he should always be addressed by name and he won't recognise whole class instructions as relevant to him. That his attention should be gained through repeating his name until he responds. Use of structure, visual symbols and numbers for him to work through his daily timetable and class work. Additional cue cards: He has a 'help' card on a key ring on his trousers that he can take to an adult.
Auditory processing difficulties: When instructions are being given out or during whole class carpet time, an adult is with him to 'explain' what is going on and what he needs to do. All language should be kept simple and clear. If an instruction is repeated it should be using the same words as different words = new instruction. Attention should be paid to the environment and whether he is able to function with the noise levels/sources. Access to ear defenders.
Sensory Integration Difficulties: understanding of what his particular difficulties are. Adaptions to the environment where possible eg. don't sit him next to a sunny window. Lots of short breaks. Access to activities such as trampette, pushing against the wall, wearing something heavy etc.
Speech delay, communication difficulties: That he should always be addressed by name and he won't recognise whole class instructions as relevant to him. That his attention should be gained through repeating his name until he responds. Use of structure, visual symbols and numbers for him to work through his daily timetable and class work. Additional cue cards: He has a 'help' card on a key ring on his trousers that he can take to an adult.
Auditory processing difficulties: When instructions are being given out or during whole class carpet time, an adult is with him to 'explain' what is going on and what he needs to do. All language should be kept simple and clear. If an instruction is repeated it should be using the same words as different words = new instruction. Attention should be paid to the environment and whether he is able to function with the noise levels/sources. Access to ear defenders.
Sensory Integration Difficulties: understanding of what his particular difficulties are. Adaptions to the environment where possible eg. don't sit him next to a sunny window. Lots of short breaks. Access to activities such as trampette, pushing against the wall, wearing something heavy etc.
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