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Sample IEP for child with autism/pdd.

This is individualized and does not show all of the actual goals and interventions that are being done. As a skill is acquired - new objectives are to be added, it is not to be stagnant. As skills become easier the difficulty is increased. This also does not show goals for computer activities nor the augmentive communication devices (those are being worked on). It is VERY HARD to trust the district personnel at times that they will continue to meet your childs needs and keep it a fluid process, however we are at that point right now until they prove otherwise!! (Although that has taken us almost five years to get to that point!)Hope this is helpful. Please make sure you check out the other IEP resources under the Education Sites link, there really is some great help out there!


Special Education and Related Services:
Special Ed. Service
Resource 7.5 hours w/gen ed peers 7.5 hours not w/gen ed peers (resource staff)
Language 8 hours w/gen ed. peers 7 hours not w/gen ed peers (resource staff)
Language .5 hours w/gen ed. peers .5 hours not w/gen ed peers (SLP)
Occupational Therapy .15 hours not w/gen ed peers. (Occupational therapist)
Adapted PE .3 hours not w/gen ed peers (Adapted PE teacher)
These are hours of services per week. Total hours/week 30

Resource Room time and 1st grade participation time will be adjusted to fit his needs and abilities, goal is to allow him to participate in as much first grade classroom time as he is able.

Special Considerations/Accommodations:
(Part of considerations that must be taken into account when developing IEP)

Parent comments/concerns and parent reported student strenths and interests:
parent attatched input sheet

Explanation of how the disability affects involvement and progress in the general curriculum:
Disabilities affect his communication and language development, social/personal skills, cognitive abilities, motor skills and self-help skills. All areas of regular education curriculum are adapted for him to participate appropriately.

Explanation of the extent, if any, that the student will not participate with students without disabilities in the regular classroom, extracurricular, and other nonacademic activities: Will be receiving individual and small group instruction in adaptive behavior, gross motor skills, language, concept development and fine motor skills.

Regular Education Participation: Will participate in a first grade classroom with resource pull out as needed. He will spend time in resource room working on individual goals and objectives

Physical/Medical Concerns/Safety Precautions: Allergic to tomato and dairy products. Needs constant adult monitoring due to potential flight risk. On various medications , see current medication file in office.

Other Considerations:
(these are areas that must be considered when developing IEP)
yes - If behavior impedes learning, consideration of appropriate behavioral strategies: (Attach behavioral intervention plan)
Needs reinforcement of appropriate behavior and consequences for inappropriate behavior (see attatched behavioral plan)

no - if english proficiency is limited, consideration of language needs:

no - if blind or visually impaired, consideration fo need for Braille instuction:

yes - consideration of students communication needs, including students with hearing impairments:
Understands some language at the word and phrase level, he needs pitures/words to aid in his communication.

yes - consideration of student’s need for assistive technology service or device:
Picture exchange communication system and augmentive communicaiton.

no- conderation of student’s health needs

yes - consideration for extended school year (ESY) service in accordance with district policy and procedures to (to be decided 45 calendar days before the end of the regular school year). Areas to be considered for ESY:
yes - regression/recoupment
no - critical point of instruction
no - injurious behavior
no - employment
no - transistion
no - extended absence from school
no - delayed school entrance.

Will recieve two hours per day four days per week from May 31 - June 30 and will recieve 1-2 hours before regular school year starts for transition to new classroom.

no - consideration for reevaluation during this IEP year, MDT date:

Explanation of special considerations and accomodations needed in general education for the student to be involved and progress in the general education curriculum. Special Educaiton support needed?

daily routine - adult support, task board steps, peer buddy, monitor for safety -yes.

communication - picture/word communicaiton book, simplified commands, visual cues, pictures, gestures, physical assistance. - yes

adaptive - assistance with toileting and dressing, monitored eating - yes

cognitive - modified curriculum and materials - yes

behavior - consistent behavior modification plan - yes

social - structured opportunities to interact with peers, turn taking - yes

motor - sensory motor breaks - walks, jump etc... - yes

(Keep in mind the areas above are areas that must be considered for ESY services)

Area/Domain - Cognitive and Language

Measurable Annual Goal: Will increase his cognitive ability and his expressive and receptive language skills by obtaining 80% of each of the following objectives:

Will identify 40 nouns by word,picture and object and will generalize to different settings:
a) match word to object (with verbal label)
b) label object verbally

Will recognize and identify 30 actions by word, picture and actions across settings”
a) match word to action picture and vice versa
b) identify action with word (with verbal label)
c) label action verbally

With 80% accuracy will”
a) match his name with 6 different action words (e.g. _____walk)
b) demonstrate the actions

Will demonstrate an understanding of simple cause/effect relationships:
a) ask “what is it?” in order to see object in the bag
b) say “go” to activate objects
c) when requesting food will label food item - demonstrating 80% mastery

When given a simple direction in the classroom, using oral, written and picture cues, will respond appropriately in 3 out of 4 opportunities:
a) pointing cues
b) independently

Will get the listener’s attention when making a request on 3 out of 4 opportunities by:
a) verbal requests
b) raising his hand

Will identify numbers 10-20 with 80% accuracy.
a) 10-12
b) 13-15
c) 16-18
d) 19-20

Will independently identify a set and count objects 1-10 using a variety of objects and settings with 90% accuracy:
a) identify a set 5-10
b) 1:1 count 4-7
c) 1:1 count 8-10

Receptively, will select an object or picture when presented with the verbal label with 80% accuracy:
a) colors
b) shapes
c) supplies in the classroom

Will track words for 5 sentences in a row with 80% accuracy:
a) point independently
b) repeat words after read to him
c) independently will verbally say a familiar word in the sentence (e.g. this, nouns)
d) independently will read the sentence.

Will write the letters in the alphabet, his last name and five 3 letter words between lines that are 2 inches apart with 80% accuracy:
a) 15 letters with model shown
b) 26 letters with model shown
c) last name
d) 5 words with model shown

Area/Domain - Social and Behavior
Measurable Annual Goal: Will increase his positive interactions with peers by accomplishing 80% of each of the following objectives.

Will engage in appropriate play activities 80% of the time across all settings.
a) with an adult model
b) following picture cues
c) with a peer model and picture cues
d) with a peer model

Will greet others when they greet him by saying “hi” in 4 out of 5 opportunities:
a) with verbal prompts
b) independently

Will take direction from a peer in 4 out of 5 learning opportunities:
a) with an adult model
b) following picture cues
c) with a peer model and picture cues
d) with a peer model

Will indicate his preferred choice verbally requesting it.

When asked a question for preferred/non-preferred items in a functional setting, will respond with affirmative/rejection (yes/no) as appropriate in 3 out of 4 opportunities.
a) using yes/no word card and verbal modeling
b) verbally saying yes/no
Will follow his daily routine in the resource room without prompts 80% of the time
a) gestures
b) no prompts

Will engage in appropriate behaviors during class time and specials 80% of the time
a) sitting quietly for ten minutes
b) sitting up quietly and without stimming for 5 minutes

Will independently go to the next activity on his visual schedule in the 1st grade room 80% of the time when given a cue card
a) big word/small picture
b) word only

Area/Domain - Occupational Therapy
Measurable Annual Goal :
Will expand and generalize his fine motor and self help skills to different settings and persons

In order to successfully generalize fine motor and self help skills will receive OT consult regarding:
a) fine motor and visual motor skill aquisition
b) daily sensory diet
c) upper-body strengthening
d) self care activities - feeding, dressing, toileting.


More IEP Suggestions

Just some more ideas on goals etc....

Overall Goal: All goals and targets will be generalized to all environments. Each goal and target shall not be considered met until has demonstrated the skill in multiple environments. When a skill is acquired using one material, it will be generalized to multiple non-identical similar materials

Area/Domain - Cognitive and Language
Measurable Annual Goal:
Will increase his cognitive ability and his expressive and receptive language skills by obtaining 80% of each of the following objectives:

1. Will identify 30 nouns by word, picture and object and will generalize to different settings:
a) match word to picture and picture to word
b) match word to object (with verbal label)
c) label object verbally

2. Will recognize and identify 30 actions by word, picture and actions across settings:
a) match word to action picture and vice versa
b) identify action with word (with verbal label)
c) label action verbally.

3. Will receptively identify objects by shape using a variety of materials and generalizing to different settings with 90% accuracy:
a) circle
b) square
c) triangle
d) star
e) heart
f) diamond
g) rectangle
h) oval

4. Will identify numbers 1-10 with 80% accuracy.
a) 1-3
b) 4-7
c) 8-10

5. When given a simple direction in the classroom, using oral, written and picture cues, will respond appropirately in 3 out of 4 opportunities:
a) with hand held or hand over hand assistance
b) independently

Area/Domain: Cognitive
Measurable Annual Goal:
Will improve his concept knowledge, functional play and imitation skills in the preschool environment. New Objectives (next steps) will be added as previous ones are met.

1) Will be able to verbally identify 5 basic shapes and 8 colors during class time in 3 consecutive observations
a) shapes - circle, square, triangle, diamond, rectangle
b) colors - red, yellow, blue, green, purple, orange, black, white

2) Will engage in a variety of functional play activities throughout the school day (stringing beads, building with blocks, using art materials, playing in sensory table, etc...) in 4 observations per week.

3) Will engage in pretend play routines (such as dressing up, cooking, playing house, acting like an animal etc....) in 2 observations per week.

4) Will imitate toy and block structures of peers or adults during work time in 5 observations.

Area/Domain: Social/Behavior
Measurable Annual Goal:
Will increase his social interactions and appropriate behavior in a group environment. New objectives will be added as previous ones are met.

1) Will respond to or initiate an interaction with a peer during class time 1 time per day

2) Will engage in turn taking activities with adults or peers throughout the school day for
a) 2-3 turns
b) 4-5 turns

3) Will attend to the person/object/event that is the focus at small group time for an increasing amount of time
a) 1-2 minutes
b) 3-4 minutes
c) 5-6 minutes

4) Will be consistently provided positive verbal and physical reinforcement (hugs, praise, tickles etc...) when he engages in appropriate behavior (staying with the group, completing a task or project, etc....) throughout the school day.

5) When does not follow directions, he will be redirected (visually, verbally and physically) to follow directions or complete the task throughout the school day.

6) Will correctly answer social questions 80% of the time
a) whats your name?
b) how old are you?
c) who is your brother?
d) what is your dogs name?
etc...

Area/Domain: Adaptive Behavior/Fine and Gross Motor Skills
Measurable Annual Goal:
Will increase his self help skills in dressing and toileting. Will increase his fine motor skills in drawing and cuttin. Will perform gorss motor actions appropriate for his age. New objectives for each goal will be added as previous ones are met.

1) Will attempt to go to the bathroom in the toilet 1 time per day with adult prompting

2) Will dress himself (pull up pants, put on shoes, put on/take off coat) at appropriate times throughtout the school day with:
a) adult assistance
b) independently

3) Will use a variety of art and writing materials (crayons, paint, etc...) to create abstract pictures during small group and work time in 5 observations.

4) Will independently hold his scissors and paper to cut during small group and work time in 5 observations.

5) Will imitate horizontal, vertical and circular strokes with a writing utensil during small group and work time in 5 observations.

6) Will demonstrate the following gross motor skills upon verbal command furing circle, gym or outside time in 3 observations for each skill
a) jumping with 2 feet
b) throw ball to adult or peer
c) kick ball to target
d) catch ball thrown to him
e) hop on 1 foot
f) walk up and down stairs 1 foot per step

Area/Domain: Cognitive
Measurable Annual Goal:
Will participate in book time and clean up time. He will increase his ability to express choices.

1) Will point to 5 named pictures in a book (“ show me the _____”) during book time or work time in 3 observations

2) Will express a choice between 2 objects (by pointing, gesturing or verbalizing) to plan where he will be at work time or choose items to work with through out the daily classroom routine in 5 observations.

3) Will retrieve a requested object from a shelf or return the item to it’s proper place by matching the object to the picture during work time or clean up time with prompting in 5 observations

Area/Domain: Speech Language
Measurable Annual Goal:
Will improve speech sound production

1) Will imitate selected CVC words retaining both consonants with 80% accuracy for 5 trials over a 2-3 month span (i.e. mom, bat, bed, dad, man, pan, pat, put, top, pet)

2) Will imitate 10 oral motor actions given a model and the instructions “do this” with 80% accuracy
a) purse lips
b) close lips
c) tongue click
d) protrude tongue
e) snort
f) raspberry
g) retract lips
h) /K/ sound
i) /sssss/ sound
j) open mouth (lower jaw)

3) will sequence 2 oral motor actions given a model and instructions “do this” with 80% accuracy

4) Will imitate 5 CV and 5 VC syllables with accurate vowel production with 80% accuracy
o (as in mow)
a (as in cat
o (as in hot)
u (as in under)
e (as in tree)

Area/Domain: Speech Language
Measurable Annual Goal:
Will improve his expressive language skills.

1) Will imitate words modeled by adults in 3 out of 5 opportunities

2) Will answer questions with consistent word approximations in 3 out of 5 opportunities
a) what is it? (label)
b) where is it? (location: in, on, under, up, down)
c) who is it? (persons name)

3) Will use 10 consistent word approximations to request: food, location change, play, needs in 3 out of 5 opportunities (words to be determined as demonstrates an interest.)

4) Will use a symbol, word, object, or gesture to indicate the following language functions in 3 out of 5 opportunities.
a) request an object or action
b) protest an object or action
c) make a shoice
d) comment
e) respond to yes/no question

5) Will label common objects that he has demonstrated understanding of from receptive objectives in 3 out of 5 opportunities

Area/Domain: Speech Language
Measurable Annual Goal: Will improve his receptive / expressive language skills
.

1) Will generalize one step directions mastered in ABA session in 3 out of 5 opportunities (to be determined by coordination with educational team)

2) Will show/touch selected:
a) body parts
b) objects
c) places
d) people
on request with 80% accuracy

3) Will participate in four different songs by performing actions or singing the words
a) row, row, row your boat
b) itsy bitsy spider
c) little teapot
d) twinkle twinkle little star

Gross Motor/Adaptive Motor
Measurable Annual Goal:
Will acquire 2 or more new gross motor skills and will generalize these skills plus those he already knows to multiple settings and persons.

1. Will learn to play catch for increasing lengths of time. (start at 3 min.) will first learn to play with a teacher and then with one peer and finally with at least 2 peers. The skill will be demonstrated in the classroom, in the gym and on the playground.

2. Will learn to kick a ball (perhaps soccer) for increasing lengths of time (start at 3 min). Will first learn to play with a teacher.....same as above.

3.Will follow a teacher or a peer through a sequence of play structure activities for an increasing length of time. Will also learn to follow a simple to do/all done picture or word schedule when he is playing by himself on the playground.

Area/Domain: Communication:
Measurable Annual Goal:
Will demonstrate the ability to respond to written language and simple spoken language and to communicate using picture symbols and words.

1.When asked a question for preferred/ non preferred items in a functional setting,will respond with appropriate head nods, a vocal response (yes/no) and/or PECS "yes" or "no" symbol presentation.

2. Given a simple direction in the classroom, using written, oral and picture cues, will respond appropriately 75% of the time.

3.Will respond to questions about what he has done during an activity by generating a 1-2 component phrase with pictures. This could include circling the corresponding picture.

4.Will respond to a picture card with written responses 75% of the time as follows:
a. Teacher holds up a card,identifies the label by selecting a corresponding written card. Will respond to the reverse as well. When held up a written word,will select the corresponding picture card.
Target 1: Labels/Nouns 30 to 100 targets (pick a number)
Target 2: Agents/People or Animals 10-20
Target 3: Actions 15 to 30
Target 4: Agent + Action or Action + Agent (e.g. Mom Jump)
Target 5: Agent + is + Action

(if this is too easy add the following)

Will respond to "See ?" and "Have ?" by selecting the corresponding word.
For "See?" Keep items or a picture on the table and do not let ___ have them. Present the question card "See?" _____ selects from a set of words, the correct reponse(s).

For "Have?" Put an item in _____”s hand. Have him respond by selecting the appropriate corresponding written card.

5. Will communicate with a PECS system. He will learn to use 20 more symbols representing foods, activities, and control words in multiple settings with multiple communication partners. First with teachers and then with peers.