3-8 yr old class-data on behavior | Autism PDD

This issue of Disability Solutions covers Home-School communication, and includes several examples of communication sheets.

http://www.sensory-processing-disorder.com/sensory-processin g-disorder-checklist.html

The following IEP goal bank includes lots of goals under "Interpersonal Skills" (ca p. 140).  If you remind us how old he is, we might be able to help with the "age appropriate" question. 

http://www.bridges4kids.org/IEP/iep.goal.bank.pdf

As far as the Behavioral Intervention Plan (BIP) goes, maybe someone else has knows if there's some sort of deadline that applies, to help you put some pressure on the school.

Good luck with everything.

We had this problem last year too, their sheet would always have my behavior was excellent but then they would vocally tell me about problems. Nikolas had so many behavioral problems by the end of last year I was at my wits end, yet the sheet still said excellent behavior. It would also say they ate well and she would tell me they didn't eat at all. Then when I tried to figure out when and why the bad behavior started she told me that he had always been like this, even though at the time (I ask every day how their day was) she was telling me he had good days, so I still don't really know exactly what went on last year. This year, new teachers, boys in seperate rooms and it is GREAT! they do it differently but both works.

Andrew is in preschool and the behavior plan she has is they all start the day out with a green teddy bear on a stick, and if they have problems they go to a yellow one, then a blue one, then a red one indicating problems like hitting, spitting or biting. She also has a sheet that goes home everyday and she has a list of the schedule and then a row of teddy bears going by the list for everyday of the week, and then she gives the teddy bear the appropriate smile by how well they did. I can tell at a glance what kind of day he had. Then another sheet has cirlced if he played with other children, what the song and stories were for the day and what he played with, if he ate and what, if he used the potty or if he had wet pullups.

Nikolas' teacher has something similiar with a list of the daily activities on one side, and then she puts stickers beside the activities if he did good and she actually writes notes. She does this all day. I like hers better because I like the to read the comments, it gives me a better idea of what he is doing and if he is talking at all etc, but both actually work pretty good.

I think the teacher makes all the difference in the world.

I would maybe ask for each therapist to send home some written communication either daily or weekly depending on how often the therapist is seeing your child. 

Remember, the whole squeaky wheel gets the grease thing.

My friend who is a teacher and has volunteered for years to have the special ed children in her class for second grade.  She said one year she had two kids who had autism and had the same needs but one got so many more services and other little things because those parents were more vocal. 

I would contact the special ed teacher even before the meeting.  My dd started school last Weds., and I was in contact with the special ed teacher weeks before school started.  My dh keeps telling me that I shouldn't bug them, but I reminded them that I only bug them when I feel it is in the best interest of my dd.    Nobody cares about your child like you do so sometimes you have to be a PITA (but in a nice way.  lol)

[QUOTE=Payne's Mom]I had it written in Payne's IEP BY THE ESE DIRECTOR FOR THE SB that the DAILY progress sheets would be done by the teacher ALONE no one else and that it would be continually through the day...so I was surprised 1st day this year...it tells my BY THE TIME, what activity and the behavior if any inappropriate. [/QUOTE]

That is wonderful!

I am lucky to have ds's teacher.  She is very good about communicating and not giving any mixed signals.

We went through the mixed signals thing last year with his first school- in kindergarten he saw a smiley face so he thought he had a good day.  In first grade she just left him at the same color because she siad he would go through all the warnings in the first 5 minutes anyway

Many educators don't want to send a play by play list home to feel liek they are picking on the child but as parents we need to know so we can try to help and so that we can work on things with the other people we work with like OT and psychologists.

We had the same problem last year (he's repeating 1st grade) and they didn't want to change the placement - school ....so dh said to the ese director ... we'll give you 2 months to show progress and SHE CAN NOT be his teacher this year again. So far I'm VERY happy with school and daycare for that matter. He's happy. He's excited. That's what matters to me...he's even been more vocal. Night and Day of last year - turns out his teacher this year has her degree in psychology and is looking into continuing education / certification on special needs children - maybe autism? It will be interesting to see what Tzoya can advise.  I always get choked up at those meetings.

nakama

I have NO IDEA where all the

We still do not know the NAME of the SpEd teacher!

I had it written in Payne's IEP BY THE ESE DIRECTOR FOR THE SB that the DAILY progress sheets would be done by the teacher ALONE no one else and that it would be continually through the day...so I was surprised 1st day this year...it tells my BY THE TIME, what activity and the behavior if any inappropriate. Call the school - they HAVE to give that to you.

Yeah we are going to ... thought we'd give them a lit-tle time to settle in.

Little, little!

HELP! My IEP meeting is in 1 week...we are adressing 3 main issues: Lack of communication going home-Ihave no idea what is going on unless I ask,and then Ia mtold he is hitting and kicking at transitions.But the paper they send home has all
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