IEP goal help

Re: IEP goal help

• hopecounts member

  January 2015

  Is there a reason he hasn't had ASD R/o?
  I would want my ASD kid who was struggling with basics like colors in ABA to work with him on it in a proven way.
  DD learned colors/letters/numbers last year with ABA.
  Writing is a current goal, her fine motor weakness is making it more of a struggle but we're getting progress with a combined OT/ABA approach on it.
  As far as IEP goals writing is pretty basic, Be able to write 3 letters in 4 out of 5 trials.
  We never did colors through an IEP but I would go similar, be able to correctly identify a color x times out x

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• curlylocks007 member

  January 2015

  -auntie- said:

  curlylocks007 said:

  Hi All!  It's been a while, but I'm feeling a sudden sense of urgency and fear with decisions about the future and upcoming IEP meeting.

  
  

  My DS is 4 with SPD and probable ADHD/ASD diagnosis in the future.

  
  

  Has this been discussed with the team? Why do you think he's on spectrum? 

  
  

  Yes it has been discussed.  I worded that incorrectly its Probable ADHD but ASD was not totally taken off the table as a possibility.  I don't believe we're looking at an ASD diagnosis.

  
  

  At 4, if he's on spectrum, it's likely that could be an educational dx at this age. Did they classify him under Developmental Disability or a Behavioral dx?

  The Dev Pedi furnished the diagnosis.  I am not sure.

  
  

  Are you working with someone privately, or just accessing school-based assessments and services?

  Both the Dev Pedi and School Based
  

  
  

  Currently attends a private preschool with and IEP for Behavioral/OT.  Receives Early intervention OT 1x per week for 45 mins in school.  Has an aid to help behaviorally during class.  Has 1 hour of behavioral specialist each week.

  
  

  Still having trouble naming colors

  doesn't recognize letters/numbers

  can't write name independently without tracing.

  
  

  So he's about 4 1/2? 

  Yes

  
  

  Most fours are able to do much of this. Do you think this is a matter of him not caring about these "academics skills" or do you feel he's trying and struggling? DS, who does have ASD and ADHD, just didn't really "value" the seatwork options in his play-based preschool- so while he knew letters and colors, he wasn't producing written work to document that at 4. 

  
  

  I do believe that disinterest and short attention span are the issue.  He also seems more on task some days than others.  I would not say that I think he is struggling.   we just started using ABC mouse and he seems more interested in that than sitting down and practicing on paper.

  
  

  Could it be that his OT and behavioral services are taking place when the rest of the class is doing their letter recognition and writing centers? Can he draw as well as his peers? DS wasn't big on writing letters, but he loved to draw and was great at it. Letter writing was more when he was a younger five. He did know all his letters, though. Does he know his shapes? Has he been tested for color-blindness?

  
  

  Making sure he is writing letters is a priority for the OT.  From what I have seen she and the aid make sure he participates in those activities.  He likes to draw, but I wouldn't say he loves it or is any better than his classmates.

  
  

  
  

  That coupled with his late summer birthday have prompted me to have him repeat the 4 year old 3 day program next year instead of moving on to public Kindergarten.

  
  

  You need to find out if you even have that option. As a child with a disability, he has a right to FAPE in LRE under IDEA. Many schools consider "red-shirting" a violation of a child's right to "least restrictive setting"; you'll have to check with your LEA to see how they interpet this and whether they'll go along with your plan. Maybe they'll agree with you, but they may refuse to consider IEP services in a preschool setting if he makes the kindie cut-off. It may be more cost effective to have him included in the local kindie especially given that he's getting OT, behavioral support and a para- that's $$$. 

  Oh Geez!  Didn't even consider that they could refuse.  Ugh....

  
  

  My question is, how do I add goals to cover the name writing, color recognition and letter writing.

  
  

  Should I be requesting an new cognitive eval?  

  
  

  I'd want a full neuropsych eval before kindie. Cognitive should be looked at. He's young to dx with an actual Specific LD, but if he had issues with processing or a borderline IQ, that should turn up.

  Yeah, I agree, probably a good idea...

  
  

  current goals are all fine motor, sensory and behavioral.

  
  

  Are his teachers concerned about where he is "academically"? In order to have a goal included, it has to be age appropriate and evaluations have to document a delay. So if you have academic concerns, you'd have to establish that he's not performing as others his age do first. And then figure out why and address that piece with measurable goals.

  
  

  There's often a huge leap of maturity as five approaches; he may look much different toward the end of the school year. As a younger kid, DS always hit his stride in late February.

  
  

  His school will be doing a Kindergarten assessment in the next two weeks, which should reveal my academic concerns.  Teacher mentioned concern over his abilities in a round about way, so I'll be following up with her.

  
  

  
  

  You have given me lots to consider.  Thank you for all the info.  It is very, very helpful!

  
  

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