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 acuired ! new ob"ectives are to be added# it is not to be stagnant. As skills become easier the difficult$ is increased. This also does not show goals for computer activities nor the augmentive communication devices %those are being worked on&. It is 'E() *A(+ to trust the district personnel at times that the$ will continue to meet $our childs needs and keep it a fluid process# however we are at that point right now until the$ prove otherwise,, %Although %Although that has taken us almost five $ears to get to that point,&*ope this is helpful. Please make sure $ou check out the other IEP resources under the Education Sites link# there reall$ 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 (SL) !ccupational "herap# .$5 hours not w/gen ed peers. (!ccupational therapist) %dapted E .& hours not w/gen ed peers (%dapted E teacher) "hese are hours of services per wee'. "otal hours/wee' & Resource Roo tie and $st grade participation participation tie will *e ad+usted to fit his needs and a*ilities, goal is to allow hi to participate in as uch first grade classroo tie as he is a*le. Special -onsiderations/Accommodati -onsiderations/Accommodations ons (art of considerations that ust *e ta'en into account when developing -E) Parent comments/concerns comments/concerns and parent reported student strenths and interests parent attatched input sheet Eplanation of how the disabilit$ affects involvement and progress in the general curriculum isa*ilities affect his counication counication and language developent, social/personal s'ills, cognitive a*ilities, otor s'ills and selfhelp s'ills. %ll areas of regular education curriculu are adapted for hi to participate appropriatel#. Eplanation of the etent# if an$# that the student will not participate with students without disabilities in the regular classroom# etracurricular# etracurricular# and other nonacademic activities 0ill *e receiving individual and sall group instruction in adaptive *ehavior, gross otor s'ills, language, concept developent and fine otor s'ills. (egular Education Participation 0ill participate in a first grade classroo with resource
pull out as needed. 1e will spend tie in resource roo wor'ing on individual goals and o*+ectives Ph$sical/0edical -oncerns/Safet$ Precautions %llergic to toato and dair# products. 2eeds constant adult onitoring due to potential flight ris'. !n various edications , see current edication file in office. 1ther -onsiderations (these are areas that ust *e considered when developing -E) #es -f *ehavior ipedes learning, consideration of appropriate *ehavioral strategies: (%ttach *ehavioral intervention plan) 2eeds reinforceent of appropriate *ehavior and conse3uences for inappropriate *ehavior (see attatched *ehavioral plan) no if english proficienc# is liited, consideration of language needs: no if *lind or visuall# ipaired, consideration fo need for 4raille instuction: #es consideration of students counication needs, including students with hearing ipairents: nderstands soe language at the word and phrase level, he needs pitures/words to aid in his counication. #es consideration of student6s need for assistive technolog# service or device: icture echange counication s#ste and augentive counicaiton. no conderation of student6s health needs #es consideration for etended school #ear (ES) service in accordance with district polic# and procedures to (to *e decided 95 calendar da#s *efore the end of the regular school #ear). %reas to *e considered for ES: #es regression/recoupent no critical point of instruction no in+urious *ehavior no eplo#ent no transistion no etended a*sence fro school no dela#ed school entrance. 0ill recieve two hours per da# four da#s per wee' fro a# &$ ;une & and will recieve $ < hours *efore regular school #ear starts for transition to new classroo. no consideration for reevaluation during this -E #ear, " date: Eplanation 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 needed2 dail$ routine adult support, tas' *oard steps, peer *udd#, onitor for safet# #es. communication picture/word counicaiton *oo', siplified coands, visual cues, pictures, gestures, ph#sical assistance. #es adaptive assistance with toileting and dressing, onitored eating #es cognitive odified curriculu and aterials #es behavior consistent *ehavior odification plan #es social structured opportunities to interact with peers, turn ta'ing #es motor sensor# otor *rea's wal's, +up etc... #es (=eep in ind the areas a*ove are areas that ust *e considered for ES services) Area/+omain ! -ognitive and 3anguage 0easurable Annual 4oal 0ill increase his cognitive a*ilit# and his epressive and receptive language s'ills *# o*taining 8> of each of the following o*+ectives: 0ill identif# 9 nouns *# word,picture and o*+ect and will generali?e to different settings: a) atch word to o*+ect (with ver*al la*el) *) la*el o*+ect ver*all# 0ill recogni?e and identif# & actions *# word, picture and actions across settings@ a) atch word to action picture and vice versa *) identif# action with word (with ver*al la*el) c) la*el action ver*all# 0ith 8> accurac# will@ a) atch his nae with A different action words (e.g. BBBBBwal') *) deonstrate the actions 0ill deonstrate an understanding of siple cause/effect relationships: a) as' Cwhat is itD@ in order to see o*+ect in the *ag *) sa# Cgo@ to activate o*+ects c) when re3uesting food will la*el food ite deonstrating 8> aster# 0hen given a siple direction in the classroo, using oral, written and picture cues, will respond appropriatel# in & out of 9 opportunities: a) pointing cues *) independentl#
0ill get the listener6s attention when a'ing a re3uest on & out of 9 opportunities *#: a) ver*al re3uests *) raising his hand 0ill identif# nu*ers $< with 8> accurac#. a) $$< *) $&$5 c) $A$8 d) $< 0ill independentl# identif# a set and count o*+ects $$ using a variet# of o*+ects and settings with > accurac#: a) identif# a set 5$ *) $:$ count 97 c) $:$ count 8$ Receptivel#, will select an o*+ect or picture when presented with the ver*al la*el with 8> accurac#: a) colors *) shapes c) supplies in the classroo 0ill trac' words for 5 sentences in a row with 8> accurac#: a) point independentl# *) repeat words after read to hi c) independentl# will ver*all# sa# a failiar word in the sentence (e.g. this, nouns) d) independentl# will read the sentence. 0ill write the letters in the alpha*et, his last nae and five & letter words *etween lines that are < inches apart with 8> accurac#: a) $5 letters with odel shown *)
of each of the following o*+ectives. 0ill engage in appropriate pla# activities 8> of the tie across all settings. a) with an adult odel *) following picture cues c) with a peer odel and picture cues d) with a peer odel
0ill greet others when the# greet hi *# sa#ing Chi@ in 9 out of 5 opportunities: a) with ver*al propts *) independentl# 0ill ta'e direction fro a peer in 9 out of 5 learning opportunities: a) with an adult odel *) following picture cues c) with a peer odel and picture cues d) with a peer odel 0ill indicate his preferred choice ver*all# re3uesting it. 0hen as'ed a 3uestion for preferred/nonpreferred ites in a functional setting, will respond with affirative/re+ection (#es/no) as appropriate in & out of 9 opportunities. a) using #es/no word card and ver*al odeling *) ver*all# sa#ing #es/no 0ill follow his dail# routine in the resource roo without propts 8> of the tie a) gestures *) no propts 0ill engage in appropriate *ehaviors during class tie and specials 8> of the tie a) sitting 3uietl# for ten inutes *) sitting up 3uietl# and without stiing for 5 inutes 0ill independentl# go to the net activit# on his visual schedule in the $st grade roo 8> of the tie when given a cue card a) *ig word/sall picture *) word onl# Area/+omain ! 1ccupational Therap$ 0easurable Annual 4oal 0ill epand and generali?e his fine otor and self help s'ills to different settings and persons -n order to successfull# generali?e fine otor and self help s'ills will receive !" consult regarding: a) fine otor and visual otor s'ill a3uisition *) dail# sensor# diet c) upper*od# strengthening d) self care activities feeding, dressing, toileting.
0ore IEP Suggestions ;ust soe ore ideas on goals etc....
1verall 4oal %ll goals and targets will *e generali?ed to all environents. Each goal and target shall not *e considered et until has deonstrated the s'ill in ultiple environents. 0hen a s'ill is ac3uired using one aterial, it will *e generali?ed to ultiple nonidentical siilar aterials Area/+omain ! -ognitive and 3anguage 0easurable Annual 4oal 0ill increase his cognitive a*ilit# and his epressive and receptive language s'ills *# o*taining 8> of each of the following o*+ectives: $. 0ill identif# & nouns *# word, picture and o*+ect and will generali?e to different settings: a) atch word to picture and picture to word *) atch word to o*+ect (with ver*al la*el) c) la*el o*+ect ver*all# <. 0ill recogni?e and identif# & actions *# word, picture and actions across settings: a) atch word to action picture and vice versa *) identif# action with word (with ver*al la*el) c) la*el action ver*all#. &. 0ill receptivel# identif# o*+ects *# shape using a variet# of aterials and generali?ing to different settings with > accurac#: a) circle *) s3uare c) triangle d) star e) heart f) diaond g) rectangle h) oval 9. 0ill identif# nu*ers $$ with 8> accurac#. a) $& *) 97 c) 8$ 5. 0hen given a siple direction in the classroo, using oral, written and picture cues, will respond appropiratel# in & out of 9 opportunities: a) with hand held or hand over hand assistance *) independentl# Area/+omain -ognitive 0easurable Annual 4oal 0ill iprove his concept 'nowledge, functional pla# and iitation s'ills in the preschool environent. 2ew !*+ectives (net steps) will *e added as previous ones are et.
$) 0ill *e a*le to ver*all# identif# 5 *asic shapes and 8 colors during class tie in & consecutive o*servations a) shapes circle, s3uare, triangle, diaond, rectangle *) colors red, #ellow, *lue, green, purple, orange, *lac', white <) 0ill engage in a variet# of functional pla# activities throughout the school da# (stringing *eads, *uilding with *loc's, using art aterials, pla#ing in sensor# ta*le, etc...) in 9 o*servations per wee'. &) 0ill engage in pretend pla# routines (such as dressing up, coo'ing, pla#ing house, acting li'e an anial etc....) in < o*servations per wee'. 9) 0ill iitate to# and *loc' structures of peers or adults during wor' tie in 5 o*servations. Area/+omain Social/5ehavior 0easurable Annual 4oal 0ill increase his social interactions and appropriate *ehavior in a group environent. 2ew o*+ectives will *e added as previous ones are et. $) 0ill respond to or initiate an interaction with a peer during class tie $ tie per da# <) 0ill engage in turn ta'ing activities with adults or peers throughout the school da# for a) <& turns *) 95 turns &) 0ill attend to the person/o*+ect/event that is the focus at sall group tie for an increasing aount of tie a) $< inutes *) &9 inutes c) 5A inutes 9) 0ill *e consistentl# provided positive ver*al and ph#sical reinforceent (hugs, praise, tic'les etc...) when he engages in appropriate *ehavior (sta#ing with the group, copleting a tas' or pro+ect, etc....) throughout the school da#. 5) 0hen does not follow directions, he will *e redirected (visuall#, ver*all# and ph#sicall#) to follow directions or coplete the tas' throughout the school da#. A) 0ill correctl# answer social 3uestions 8> of the tie a) whats #our naeD *) how old are #ouD c) who is #our *rotherD d) what is #our dogs naeD etc... Area/+omain Adaptive 5ehavior/6ine and 4ross 0otor Skills
0easurable Annual 4oal 0ill increase his self help s'ills in dressing and toileting. 0ill increase his fine otor s'ills in drawing and cuttin. 0ill perfor gorss otor actions appropriate for his age. 2ew o*+ectives for each goal will *e added as previous ones are et. $) 0ill attept to go to the *athroo in the toilet $ tie per da# with adult propting <) 0ill dress hiself (pull up pants, put on shoes, put on/ta'e off coat) at appropriate ties throughtout the school da# with: a) adult assistance *) independentl# &) 0ill use a variet# of art and writing aterials (cra#ons, paint, etc...) to create a*stract pictures during sall group and wor' tie in 5 o*servations. 9) 0ill independentl# hold his scissors and paper to cut during sall group and wor' tie in 5 o*servations. 5) 0ill iitate hori?ontal, vertical and circular stro'es with a writing utensil during sall group and wor' tie in 5 o*servations. A) 0ill deonstrate the following gross otor s'ills upon ver*al coand furing circle, g# or outside tie in & o*servations for each s'ill a) +uping with < feet *) throw *all to adult or peer c) 'ic' *all to target d) catch *all thrown to hi e) hop on $ foot f) wal' up and down stairs $ foot per step Area/+omain -ognitive 0easurable Annual 4oal 0ill participate in *oo' tie and clean up tie. 1e will increase his a*ilit# to epress choices. $) 0ill point to 5 naed pictures in a *oo' (C show e the BBBBB@) during *oo' tie or wor' tie in & o*servations <) 0ill epress a choice *etween < o*+ects (*# pointing, gesturing or ver*ali?ing) to plan where he will *e at wor' tie or choose ites to wor' with through out the dail# classroo routine in 5 o*servations. &) 0ill retrieve a re3uested o*+ect fro a shelf or return the ite to it6s proper place *# atching the o*+ect to the picture during wor' tie or clean up tie with propting in 5 o*servations Area/+omain Speech 3anguage
0easurable Annual 4oal 0ill iprove speech sound production $) 0ill iitate selected FGF words retaining *oth consonants with 8> accurac# for 5 trials over a <& onth span (i.e. o, *at, *ed, dad, an, pan, pat, put, top, pet) <) 0ill iitate $ oral otor actions given a odel and the instructions Cdo this@ with 8> accurac# a) purse lips *) close lips c) tongue clic' d) protrude tongue e) snort f) rasp*err# g) retract lips h) /=/ sound i) /sssss/ sound +) open outh (lower +aw) &) will se3uence < oral otor actions given a odel and instructions Cdo this@ with 8> accurac# 9) 0ill iitate 5 FG and 5 GF s#lla*les with accurate vowel production with 8> accurac# o (as in ow) a (as in cat o (as in hot) u (as in under) e (as in tree) Area/+omain Speech 3anguage 0easurable Annual 4oal 0ill iprove his epressive language s'ills. $) 0ill iitate words odeled *# adults in & out of 5 opportunities <) 0ill answer 3uestions with consistent word approiations in & out of 5 opportunities a) what is itD (la*el) *) where is itD (location: in, on, under, up, down) c) who is itD (persons nae) &) 0ill use $ consistent word approiations to re3uest: food, location change, pla#, needs in & out of 5 opportunities (words to *e deterined as deonstrates an interest.) 9) 0ill use a s#*ol, word, o*+ect, or gesture to indicate the following language functions in & out of 5 opportunities. a) re3uest an o*+ect or action *) protest an o*+ect or action c) a'e a shoice
d) coent e) respond to #es/no 3uestion 5) 0ill la*el coon o*+ects that he has deonstrated understanding of fro receptive o*+ectives in & out of 5 opportunities Area/+omain Speech 3anguage 0easurable Annual 4oal 7ill improve his receptive / epressive language skills. $) 0ill generali?e one step directions astered in %4% session in & out of 5 opportunities (to *e deterined *# coordination with educational tea) <) 0ill show/touch selected: a) *od# parts *) o*+ects c) places d) people on re3uest with 8> accurac# &) 0ill participate in four different songs *# perforing actions or singing the words a) row, row, row #our *oat *) its# *its# spider c) little teapot d) twin'le twin'le little star 4ross 0otor/Adaptive 0otor 0easurable Annual 4oal 0ill ac3uire < or ore new gross otor s'ills and will generali?e these s'ills plus those he alread# 'nows to ultiple settings and persons. $. 0ill learn to pla# catch for increasing lengths of tie. (start at & in.) will first learn to pla# with a teacher and then with one peer and finall# with at least < peers. "he s'ill will *e deonstrated in the classroo, in the g# and on the pla#ground. <. 0ill learn to 'ic' a *all (perhaps soccer) for increasing lengths of tie (start at & in). 0ill first learn to pla# with a teacher.....sae as a*ove. &.0ill follow a teacher or a peer through a se3uence of pla# structure activities for an increasing length of tie. 0ill also learn to follow a siple to do/all done picture or word schedule when he is pla#ing *# hiself on the pla#ground. Area/+omain -ommunication 0easurable Annual 4oal 0ill deonstrate the a*ilit# to respond to written language and siple spo'en language and to counicate using picture s#*ols and words. $.0hen as'ed a 3uestion for preferred/ non preferred ites in a functional setting,will respond with appropriate head nods, a vocal response (#es/no) and/or EFS H#esH or HnoH
s#*ol presentation. <. Iiven a siple direction in the classroo, using written, oral and picture cues, will respond appropriatel# 75> of the tie. &.0ill respond to 3uestions a*out what he has done during an activit# *# generating a $< coponent phrase with pictures. "his could include circling the corresponding picture. 9.0ill respond to a picture card with written responses 75> of the tie as follows: a. "eacher holds up a card,identifies the la*el *# selecting a corresponding written card. 0ill respond to the reverse as well. 0hen held up a written word,will select the corresponding picture card. "arget $: La*els/2ouns & to $ targets (pic' a nu*er) "arget <: %gents/eople or %nials $< "arget &: %ctions $5 to & "arget 9: %gent J %ction or %ction J %gent (e.g. o ;up) "arget 5: %gent J is J %ction (if this is too eas# add the following) 0ill respond to HSee DH and H1ave DH *# selecting the corresponding word. Kor HSeeDH =eep ites or a picture on the ta*le and do not let BBB have the. resent the 3uestion card HSeeDH BBBBB selects fro a set of words, the correct reponse(s). Kor H1aveDH ut an ite in BBBBB@s hand. 1ave hi respond *# selecting the appropriate corresponding written card. 5. 0ill counicate with a EFS s#ste. 1e will learn to use < ore s#*ols representing foods, activities, and control words in ultiple settings with ultiple counication partners. Kirst with teachers and then with peers.
