Unit 17: ABA for School Readiness: Parent’s Guide to IEP

IEP is made up of three major parts. According to the Individuals with Disabilities Education Act (IDEA), the federal law that controls special education, an IEP should have eight basic elements.

• Current skill level of the student and the effect of the disability on the student’s learning process.
• Measurable yearly goals in a student’s academic, social, communication, and behavioral skills.
• A progress monitoring scheme of students with respect to their goals.
• The set of services, accommodations, modifications, and supports that the student needs to be able to succeed in special education services.
• Least Restrictive Environment of a student’s education definition.
• Details of participation of students in district or state testing.
• The commencement date and window of services and amendments
• Signatures of parents and other IEP team members

IEP represents a legal paper that outlines the individual’s educational plan for a disabled student. Operated by a professional and parent team, the program works together to identify the student’s strengths, needs, and goals. IEP is reviewed at a minimum once a year or more often if needed.

An IEP is a tool for the teachers and the parents, which helps to provide the Best Education for A Student with A Disability. This is not a cookie-cutter solution but an individualized response to the student’s particular strengths and weaknesses.

Creating an IEP involves several essential steps. 

1. Initial Assessment and Identification: The first part of the assessment and identification process is requesting the school district to perform a complete multi-disciplinary evaluation that would decide whether the student is eligible for special education services or not.

2. Development of the IEP: The second step of the IEP development process is developing the IEP document that contains the Child’s present skill level, annual goals, progress plan, services, accommodations, modifications, supports, least restrictive environment, participation in assessments, and the projected date for the service.

3. IEP Meetings: The next IEP meeting has two main functions; to convene an IEP meeting to review and finalize the IEP document with the IEP team, composed of the parent(s), teacher(s), and other individuals knowledgeable about the student.

4. Documentation and Legal Considerations: The documentation and legal considerations step is for the parent(s) to receive a copy of the IEP document and its procedural safeguards, implement the IEP document within a reasonable time, monitor the student’s progress, and review and revise the IEP document, at least annually or as needed.

The school readiness IEP goals are tailored toward the child’s specific needs, strengths, and issues. They are also in line with the state standards and the grade level curriculum of the child. The IEP goals for school readiness should be SMART that include Specific, Measurable, Achievable, Realistic, and Time-bound. SMART goals should specify what will be acquired or developed in terms of the skill or behavior, how it will be measured or observed, what level of performance is anticipated, and what conditions or criteria are needed to achieve success.

Some examples of IEP goals for school readiness are:

📖 By the end of the school year, the child will learn to recognize and name at least 10 letters and their corresponding sounds.

📖 At the end of the school year the child will also improve his number skills by counting up to 20 objects and identifying numbers from 1 to 10.

📖 The child will improve his/her social skills by initiating and maintaining acceptable interactions with peers and adults in a variety of settings, given 4/5 opportunities to do so.

📖 By the end of the school year, the child will master his or her self-help skills through the successful performance of routines of dressing, using the toilet, washing hands, and feeding with little support.

📖 Positive coping strategies will be used by the child to reduce his challenging behavior, that is, breathing deeply, counting, or asking for help when he feels frustrated or overwhelmed approximately 4/5 of the time he does so.

An IEP is a plan that enables the teachers and parents to meet the educational needs of a child with autism or any other disability. An IEP is drafted by a multidisciplinary team of individuals who are familiar with the child and are experts in a variety of areas. The team may include:

• The Child’s Parents or Guardians: who can give a lot of useful data on the strengths, interests, challenges, and goals of their children.

• The Child’s Teacher: who could share their observations and evaluations of the child’s school performance and behavior in class.

• A Special Education Teacher: who can recommend suitable accommodations, modifications, and interventions for the child considering the individual needs and potential.

• A School Psychologist: who can perform tests and assessments to assess the child’s cognitive, social, emotional, and behavioral functioning.

• An Occupational Therapist: who can evaluate and work on the Child’s Sensory Processing, Fine Motor, and Self-Care Skills.

• A Speech-Language Pathologist: who is able to Assess and Rehabilitate a Child’s Communication and Language Abilities.

• A Physical Therapist: who can help the child develop gross motor and mobility skills.

• A Behavioral Analyst: who is capable of designing and executing an ABA (Applied Behavior Analysis) Principles-based behavior intervention plan.

• Other Professionals or Specialists: like a developmental pediatrician, psychiatrist, social worker, counselor, or Autism Consultant, who can provide extra help and advice for the child and their family.

• The Child Themselves: when they consider, who can voice their likes, dislikes and desires regarding their education.

   At least annually the IEP team holds a meeting to develop, review, and revise the IEP. If any changes occur or concerns arise about the child’s progress or needs, the IEP team may also meet more often. The IEP team is a collaborative group that sets goals for the child that are realistic and measurable, identifies the services and supports the child will receive, and monitors the child’s outcomes and achievements. The IEP team also guarantees that the child is provided with a free appropriate public education (FAPE) in the least restrictive environment (LRE), that is, the child is educated with his or her nondisabled peers to the maximum extent possible.

In the case of a child with autism, you may consider preparing for their IEP meeting as you would in the case of any other parent of a child with a disability. Moreover, you may need to figure out specific of autism that may impact on your child’s education and IEP. Here are some tips for preparing for your child’s IEP meeting in autism:

Step#1. Understand the diagnosis of your child’s autism and how it affects their learning, behavior, communication, and social skills. You may discuss this with the doctor of your child, a therapist, or other experts who have evaluated your child.

Step#2. Review the evidence-based practices and interventions that are helpful for children with autism. Such may be Applied Behavior Analysis (ABA), structured teaching, Social Skills Training, visual supports, augmentative and alternative communication (AAC), etc.

Step#3. Bear in mind the choice of your child and their opinions concerning his or her education. Your child’s age and capability determine how much you can engage them in the IEP process. You can also ask your child what they like or do not like about the school, what they want to learn or improve, what they need to feel comfortable and successful, and so forth.

Step#4. Interact with the teacher of your child and other school personnel prior to the meeting. You can communicate your worries and hopes, inquire, demand an explanation, and even respond. You also can establish a good and positive relationship with them and respect their hard work and participation.

Step#5. Support your child rights and needs during the meeting. You have the right to give your opinions and proposals, ask for clarifications, offer alterations, and oppose decisions if necessary. If you encounter problems or disagree with anything, you can also seek the help of an advocate or lawyer.

At first, the task of getting ready for your child’s IEP meeting in autism can appear to be daunting, however, it’s also rewarding and strengthening. You should also stay informed, be involved, and be proactive to ensure that your child gets the best education that suits their unique needs and aspirations.

An IEP (Individualized Education Program) is a document that sets forth the special education services and supports that a disabled child requires to be successful in school. The IEP process is a multi-step process that comprises referral, evaluation, development, and implementation of the plan. The IEP team, composed of parents, the child’s teachers, and other professionals, is in charge of determining the educational needs and objectives of the child.

A Board Certified Behavior Analyst (BCBA) is a professional with a graduate-level certification in behavior analysis. BCBAs offer behavior analytic services, which include assessment, intervention, and supervision, to individuals with different behavioral and learning challenges. BCBAs can practice in different environments including schools, clinics, and homes.

In case your child has a BCBA, who provides behavior-analytic services to the child, you might be wondering whether you can include the BCBA into the IEP process. The answer is yes, you can and you must.

Here are some reasons why:

#1. A BCBA can bring valuable assessment and knowledge to your child’s behavioral and learning needs. A behavior analyst (BCBA) may carry out a functional behavior assessment (FBA) so that he can determine the reasons and purposes for the challenging behaviors of your child. Behavior intervention plans (BIPs) that aim at lessening problem behaviors and improving appropriate behaviors can also be created and implemented by a BCBA. The BCBA can also keep track of the interventions determine how well they are working and make modifications as needed.

#2. A BCBA can support the development of achievable and specific goals and objectives for your child’s IEP. Data-based decision-making then is used by a BCBA to establish SMART-type goals. A BCBA can also assist in defining the means and the benchmarks, which will be used to measure your child’s success in achieving goals.

#3. A BCBA can co-work and interact with other IEP team members. A BCBA could communicate information and suggestions with the teachers, therapists, and other professionals who interact with your child. Also, a BCBA conducts training and provides support for the staff that carry out the behavior interventions in the classroom or anywhere else. A BCBA may also promote the flow of information between the school and the family to maintain the uniformity and continuation of services.

Placement is the act of determining where and how your child will receive special education services and support. The placement is decided by the IEP team which includes you as the parent, after the IEP document is developed. The IEP document details the goals, objectives, accommodations, modifications, and related services for your child. The placement should not be determined by the availability of the space, staff, resources, and other factors but by the needs of your child.

In addition, the placements must be based on the Least Restrictive Environment (LRE) principle, according to which your child should be educated with non-disabled peers to the maximum extent suitable for your child. The IEP team should evaluate many placement options such as general education, special education, or some of each in a special education setting and select the one appropriate for your child where he/she would receive a Free Appropriate Public Education (FAPE) in the LRE.

Some of the placement options that may be available for your child with autism are:

• General education setting with no support: This means that your child attends the regular classroom with no special education services or support.

• General education setting with direct or indirect special education support: This refers to the fact that your kid goes to a regular classroom but receives some help from a special education teacher, a paraprofessional, or a behavior analyst. The support may be given either directly to your child or indirectly to the classroom teacher or staff.

• Special education placement: This indicates that your child may be placed in a self-contained classroom or program within the school for children with disabilities. The program may be specialized in autism or other students with other disabilities. The program may have fewer students per teacher, more personalized instruction, and more specialized curriculum, and materials.

• Self-contained placement: This means that your child studies in a separate room or program within the school that is structured for children with very severe or multiple disabilities. The program might have a very small student-teacher ratio, more concentrated teaching, and the most structured setting and routine.

• Out-of-district placement: This implies that your child goes to a private or public school that is not in your district but that is approved by the state to provide special education services. This is a school that may be specialized for students with autism or other disabilities. The school could have greater expertise, more resources, and better facilities to cater to your child’s needs.

The IEP team should evaluate the pros and cons of each placement option for your child and come up with a decision that is backed up by data and evidence. You have the authority to accept or reject the proposed placement and to request another placement if you are not content with the current placement. The right of an appeal to the placement decision through mediation or due process procedure is also yours if you can not agree with the school.

IEP implementation is the stage of the IEP process, during which school personnel provide services and support described in the IEP of a student. The function of this stage is to assist the student in realizing his/her goals and objectives stated in the IEP document. IEP implementation involves several steps, such as:

• Communication with the parents and other members of the IEP team.
• Training and support to the teachers, paraprofessionals, and other staff who are responsible for implementing the IEP.
• Assessing the progress and performance of the student through data and evidence.
• Review IEP as required by student needs and outcomes.

The IEP implementation is a continuous and cooperative act that necessitates the school administrator to make sure the IDEA procedural and substantive requirements are met. The parents should also be well involved in the implementation of the IEP and the school administrator should ensure that their rights are respected.

Modification and reassessment of the IEP is an integral part of the IEP process. It is a means to assess whether the IEP is satisfying the child’s requirements and objectives and to modify or alter it as necessary. As per the IDEA, the IEP team must review the IEP at least annually, the IEP team consists of parents, the child (if appropriate), the regular education teacher, the special education teacher, and other professionals with relevant expertise. The IEP team is required to review and revise the IEP given the following criteria.

• The child’s progress toward the annual goals and objectives

• The findings of any re-assessment or recent information concerning the child’s status

• The concerns of the parents on the child or the child on the enhancement of the education of the child

• The educational, developmental, and functional needs of the child.

• The specific issues associated with the child’s behavior, communication, language, vision, and assistive technology requirements.

The IEP team also has to consider the principle of Least Restrictive Environment (LRE) when it comes to deciding on the placement for the child. LRE has the interpretation that the child will be educated with non-disabled peers to the maximum extent that is appropriate for the child.

At times, modifications of IEP may occur without conducting an IEP meeting. This may occur when the parents and school decide to make some slight changes or adjustments to the current IEP. In such situations, a written document should be created to document the adjustments and notify the members of the IEP team. However, when there are substantial changes or disagreements over the IEP, a formal IEP meeting is required.

Revisiting and reformulating the IEP is a joint and continuous activity that needs efficient communication and contribution from all the IEP team members. The parents have a right to accept or refuse any part of the IEP and to ask for a change or a meeting at any time. The parents too can appeal or contest any decision taken by the school through mediation or due process.