Thanks ladies.. That's exactly what I'm looking for..
Since Daniel is extremely delayed in speech and communication, I'm thinking that I should shoot for around 80% rather than 90%. I honestly don't see him hitting a full 90%.
I figure with the self help OT that we can do 90%, same with the PT.. I'm not sure what to expect from the social aspect though.. I've not really seen Daniel around the same kids over and over to know how he does.. Nor did his teacher from last year tell me how he did... So maybe 80% and if he exceeds it great.. If not, then we know he has some things to work on, right?
Again, thank you so much...
Well, I finally after long last have sat down by myself for a little while and wrote down what I want for Daniel so I can request it at his IEP next month. (I've got a while, but if I don't go over this again and again, I will feel like I'm forgetting something.) The following is a list of what goals I want them to work on, but I also want to make sure everything is measurable.. And also a way to write it down to make sure they measure it. (I do plan on having the paper with me, but only as reference for myself so I don't get lost. But not a full written IEP, just what I want to request.)
Any and all help would be very much appreciated. Also, I will NOT be having an advocate (even though they've screwed me over once) because the old SpEd director retired and it's a new person. I want to give this woman the benefit of the doubt so don't plan on coming in heavy unless I feel like the IEP is inappropriate.
First and foremost, I will be requesting 5 days a week. (They are already expecting this, and has been sent to them in form of a written request. They are doing Daniel 4 days a week of summer school to have basis to assess if he will be able to handle 5 days a week.) I am REALLY unsure of how much time each day to request. He's been on 3 hrs per day, and will be for summer school, but with the services I and his doctor feels like he should be getting, 3 hrs doesn't seem like it would be enough.
Next, I will be requesting 5 hrs a week of ABA therapy. They don't have an ABA therapist, but a member of my birth to 3 program (who also has an autistic son) says that it's within my grounds to request and they will need to hire and train one (if appropriate). I know 5 hrs doesn't seem like a lot, but we are planning on supplementing with 6 hrs at home. I had had a thought that perhaps a one-on-one aide trained in ABA might work better. That way he will have the one-on-one therapy time, but also have a shadow to help him with the goals I want him to have.
Regular therapist as follows: 3 hrs per week one on one ST, as this is his largest deficiency; 1 hr per week group OT, he has some sensory issues, but I do not feel he needs one on one for OT; 1 hr per week group PT, he has some issues with confidence jumping and walking up and down stairs. I want to request that the Speech Therapist also have training in ABA. Would this be unreasonable?
As for actual goals of each therapy:
ST:
-Functionally use existing words
-Pronunciation, including using ending consonants and saying syllables in correct order
-Understand simple commands, starting with one word commands up to simple sentence commands.
-Able to form 2 word sentences
OT:
-Help with sensory issues with bright lights and visually busy areas
-General self help skills
-----ability to feed self with fork and spoon
-----ability to drink from an open cup
-----ability to dress himself (this is mainly because he's potty trained now, but has to have someone re-dress him after he's done pottying.)
PT:
-Build confidence to jump
-Be able to walk up and downstairs one foot at a time
Social:
-Able to address others for needs or wants
---Starting with simply learning names
-Appropriately play with toys and others
---Starting with playing beside peers
---Able to share toys
---Take turns playing
I'm also requesting that he has a seclusion area to go when he is overloaded and they show him where it's at. Daniel has gotten very good at knowing when he's overloaded, but if he can't find the secluded area to calm down, often goes into a meltdown. The area of seclusion will not be allowed to be used as a punishment. It will be an area to work on as well with social, but don't really know how to state it.
Then the last thing I'm requesting is that he have a few times a week where he has peer modeling. A time of the day where he will be able to observe and participate with NT children in a controlled setting. I'm pretty sure they already have this in place for the full class, but I want to make sure it's written. That way if they get an ABA and train his teachers and therapists, they can shadow him to try to get him to appropriately play with his peers.
Sorry that it's so long.. But really, any help at all on how to revise this would be EXTREMELY helpful..
Melody,
I don't have a ton of time to reply right now (getting ready to go get harry potter!), but here are a few tips from my curriculum course I took last fall:
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There are three parts to behavioral objectives (to any objective really):
1. Conditions: the circumstances under which the student is to perform. (includes materials that may be used, how it may be accomplished [from memory, from handbook], time elements, location of performance). Ask yourself: What will the learner be provided? What will the learner be denied?
Ex: from memory; using a map of; on a handout, which desribes; given six different material samples; within a ten-minute time span and from memory; without the use of [etc.]
2. Behavioral Terms: terms that identify what the student is to do--action verb. Should only be ONE word
Ex: abbreviate, ask, choose, construct, decided, define, demonstrate, develop, explain, generalize, indicate, include, invite, isolate, join, label, listen, participate, predict, reply, specify, state, summarize, tell, verbalize.
Unacceptable behavioral terms (not possible to measure): learn, grasp, know, appreciate, thoroughly define, understand, sense, realize
3. Criteria: Standards that tell how well the student is to perform. Might: indicate a time limit, specify the minimum number of correct responses, indicate a percentage or proportion, use a qualitative descriptor
Ex: within 10 seconds (time), 6 times correctly (minimum correct), 80% or better (percentage), all 9 of the plaents in orer from the sun (qualitative descriptor
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EXAMPLES OF BEHAVIORAL OBJECTIVES (these are ones I wrote for my curriclum class):
1. Given a basketball and a 3 foot wide, round target placed on the floor/wall at a 45 degree angle, student will hit the target with the ball on 5 out of 6 attempts.
2. With the use of a printed times table, pencil and multiplication worksheet, the student will complete at least 18 out of 20 single digit multiplication problems correctly within 3 minutes.
3. Using a pencil, paper, and printed copy of the alphabet, the student will copy 26 out of 26 of lower-case letters.
4. Using only a pencil and paper, student will accurately write 8 out of 10 spelling words presented by the teacher.
5. Without assistance and from memory, student will state the five layers of the deciduous forest with 100% accuracy.
For articulation skills....the student will demonstrate improved articulation skills by correctly producing consonant vowel (ba), consonant vowel consonant (dog), and consonant vowel consonant vowel (doggie) with _% accuracy.
-the student will be able to eliminate the phonological process of final consonant deletion (typically children say so for sock or ki for kick) _% of the time.
For language.....
-the student will follow simple directions that increase in complexity with _% accuracy.
-The student will be able to formulate 2 to 3 word phrases with _% accuracy.
-the student will initiate conversation with peers and/or adults _% of the time.
-the student will maintain appropraite eye contact, turn take, comment, and make wants/needs known _% of the time.
Usually mastery for Speech/Language is typically 80-90%.