Third Grade IEP

This post originally appeared on the Field Notes on Allistics Tumblr.

Both of our allistic children are mainstreamed, with appropriate IEPs.  Because I’ve had several people ask how we put together our allistic children’s IEPs, I thought I’d share a few key points on Alia’s IEP for this year.

Following Directions: By the end of the school year, Alia will….

  • Accept help or appropriately deny help from familiar persons (peers, teachers, paraprofessional) by making statements that align with her actual needs (yes please, no thank you, I can do it, etc.) 80 percent of the time..
  • Accept transition to next scheduled activity without displaying maladaptive behaviors (vocal complaints, requests to change schedule, etc.) 80 percent of the time.

Self-Monitoring: By the end of the school year, Alia will….

  • Independently choose and carry out a previously-taught calming strategy (flapping, rocking, placing weighted blanket on lap, humming, silently reciting memorized information, etc.) 80 percent of the time.

Social Communication: By the end of the school year, Alia will….

  • Refrain from interrupting others with vocal intrusions and will use appropriate means to get the attention of a peer or adult, such as by raising her hand or by logging into the classroom’s chat system, 80 percent of the time.
  • Maintain an on-topic conversation by relating at least three facts, opinions, or observations about a self-chosen topic of interest without demanding inappropriate feedback from others (facial expressions, head nodding, eye contact, vocalizations, etc.) 80 percent of the time.
  • Maintain an on-topic conversation by listening to a peer or teacher relate at least three facts, opinions, or observations about a topic of interest without interrupting (facial expressions, head nodding, eye contact, vocalizations, etc.) 80 percent of the time.
  • Appropriately engage in self-directed or parallel play without interrupting others with bids for interaction (offering greeting, asking a question, making verbal statements) 80 percent of the time.

Currently, we’re about two months from the end of this school year. While Alia’s paraprofessional is enthusiastic about her progress, the fact remains that Alia cannot do most of these things 80 percent of the time.  In particular, she needs constant reminders that demanding inappropriate feedback during her “turn” in conversation is unacceptable.  She genuinely does not seem to understand that other people cannot listen to her while also catering to her demands for stereotypied responses (eye contact, vocalizations, etc)!

Does anyone else have trouble with this part of their child’s IEP?  What do you suggest?

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4 thoughts on “Third Grade IEP

  1. I think I can sense some sort of sarcasm here, but I can’t seem to completely decode it, could you possibly tell me what point this is trying to make? Specifically the sentence: “She genuinely does not seem to understand that other people cannot listen to her while also catering to her demands for stereotypied responses (eye contact, vocalizations, etc)!”

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    1. My sympathies! Forgive me for saying it, but you must have allism – an inability to comprehend satire or to click blog “About” links is a well-known deficit inherent in the disorder. I wish you the best of luck getting that treated.

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    2. PS: Do you mind if I feature this comment (with your name removed, of course) in an upcoming blog post? It’s just such a good example of allistic curiosity deficit, and I rarely get to talk about that because my kids are all high-functioning. But many of our readers are allism parents with severely low-functioning kiddos, and you could be a real inspiration to them.

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