Need Help (warning - long post)
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| Fri, 05-19-2006 - 11:14am |
I thought I’d share this and ask for some ideas…….sorry this is long but this is really the first IEP we are making for son and I have lots of questions (he has an IEP in place but it was done overnight – as an emergency – they had county-wide testing the following day and we needed the IEP in place so he could have special accommodations).
This is copies from the IEP draft his intervention specialist sent me…..
“Vaughn possess the intellectual ability to successfully handle curriculum and complete work, but behaviors often interfere with the completion of tasks and success in the classroom. With support, Vaughn continues to have difficulty complying with social and educational expectations within the classroom. Current assessment results for Vaughn indicates that he is functioning within the high average range of intelligence as measured by the WISC-V with a standard score of 109. Composite scores indicated that he has a more developed information processing style through the visual-perceptual modality. Processing speed was indicated as a significant weakness for him. As a result, he tends to get easily anxious and starts worrying about the task instead of listening and participating. Academic assessments indicate that Vaughn functions within the superior range for Reading (ss 123), average range with mathematical ability (ss 107), above average in written language (ss 111) and has superior language abilities (ss 122). He performs well on tests and quizzes. He completes his homework consistently.
Social/emotional functioning indicated significant areas of concern, specifically in emotional regulation and modulation when confronted with situations that he deems frustrating. When her perceives the task being hard he will give up too early or not even attempt the task. He has significant difficulty making effective transitions from activity to activity, most notable when there is a sudden change. Vaughn needs daily routine by being told of changes ahead of time. He does better when he is told the reason for the change. He is not very flexible in his problem solving which will progress into a meltdown. With reminders and options to choose from Vaughn is getting better at calming and fixing the problem. He will now apologize and feel upset for making a mistake.
Vaughn lacks effective communication strategies to effectively form and maintain reciprocal relationships. Although he seeks out peers for conversation and play, it usually has to be a topic of interest and he gets easily upset if it doesn’t go the way he planned. He has difficulty with volume control and personal space when interacting with others. He is very impulsive and tends to talk out of turn and interrupt. He will seek attention in inappropriate ways.
The current focus has been working on helping Vaughn to verbalize his frustration, use ways to calm down and get back on track. One strategy used is a visual schedule with each activity pictured. For each successful period he receives a smiley face. The teacher fills this in after each class and reinforces good behavior. Vaughn then takes this home daily so his mom reinforces as well. His schedule has frequent sensory breaks to help reduce stress and anxiety. Some successful ideas have been: go to the bathroom, take a fast walk, deliver a message or go say hello to counselor. The most successful strategy has been providing a quiet place for Vaughn to complete his seatwork.
On a typical day, Vaughn participates in his reading group for one half hour. After reading group, he is given a post-it with his independent assignments and leaves the room to work with counselor in the library. This has provided time so he can talk about his day, ask for help and take breaks without distracting other students. During this time the skills of organization, completing tasks and calming techniques are stressed.
Organizational skills are very poor. He currently uses a crate for the daily supplies. He only uses his desk space to put his things away after he has used them from the crate. Defining his desk are with tape has also helped limit his wandering around the room. Vaughn has oral sensory issues which cause him to want to chew on everything. Chewing gum or eating small snacks has been very successful.
Vaughn has a strong interest in trains. Using the train theme in his graphic organizing, story telling and reward program has been successful. He loves talking and sharing all his knowledge on trains.”
I think this is a pretty accurate overview of my guy. My questions lie in what “goals” do I have for him? I wrote the following:
1. social skills – he is currently in an informal social group with two other boys once a week – I would like to see something more formal and with more frequency.
2. Helping him FEEL more in control of himself (his emotions and actions/reactions)
3. help him with flexibility – work on not giving up so fast on task/assignments, more socially flexible
4. sensory issues need to be addressed and met – he currently gets sensory breaks but was not “eligible” for OT – I would like him to have some type of OT – I think it helps with his stress and anxiety
5. A similar type of situation that he has with the counselor – a daily break – away from the noise and commotion of the classroom to do some seat work
That is what I can think of……anything else? I like what Jeepmama was told – ask for the world and hope for a continent.
Son does not have an aide – he is in a typical classroom setting – he currently does not receive OT or ST (their assessments said he was not eligible).
Any thoughts? Ideas? Suggestions?
TIA,
Christie

Wow, I am impressed. Actually, that is a pretty good report it seems. I don't know vaughn but I am impressed at how she intrepreted some of the scores and emphasized his strengths as well as what his needs are and what strategies are working in addressing those needs. I am hoping she actually provided a better break down of his WISC-V scores though. Especially since she noted processing speed as a problem.
What would I address? Off the top of my head
1. processing speed. They are definitely providing modifications for him in this. Are there perhaps exercises that can help him speed up the processing speed? Interactive Metronome comes to mind only because I was looking up info on it yesterday. Continuing to provide modifications for him for his speed will be important but it would also be nice if they could address that deficit because it is only going to become a bigger problem.
2. Organizational skills. Sounds like they have a good start on that but definitely have an objective regarding that and how to help him learn strategies to help organize himself.
3. For helping him feel more in control a self monitoring type program or objective would be great. Something along the lines of the Alert program (How does your engine run) or another self monitoring program would be great. This may be the way to get OT on the sly since OT's typically train the kids in this program. If he doesn't qualify for full OT I am sure you can push for at least an OT consult to the class and regular sensory breaks/diet. When Mike was in mainstream they had a sensory box for him in the room with his weighted vest, gecko and some other items. He had free access to it as needed. He still does but he is self regulating better at school and is less stressed and rarely uses it.
4. Visual schedules and social stories and age will help with the flexibility. As well as the other things you are addressing. Reducing his stress and giving him a better sense of control over his environment will help with the flexibility. Mike is king of inflexible and I have not found a "program" to work for it. But these other things have. When he understands what is coming, has transitional cues and warnings, visuals, a routine, etc. then he is more flexible within the routine. KWIM?
5. Social Skills groups. This is a huge thing for all our kids isn't it. Is he getting speech? this is often addressed there as well. Mike is getting speech as well as social skills group 1x per week. Plus his aide works on the skills constantly. I am seeing improvement and it is quite nice. I would definitely find out what curriculum they are using.
Speech for pragmatics maybe? OT for sensory at least as a consult with a sensory diet.
That is all I can think of at the moment.
Renee
Thank you sooooo much for your response. His actual MFE (multifactored evaluation) provided a break down of his WISC-V scores.....the report I just posted was a general overview of his "progress" so far with his IEP.....his IEP has only been in place for a little over two months. This is what was actually stated in the MFE results report regarding processing speed:
"Within the PSI, Vaughn demonstrated abilities that were in the lower average to average range. Vaughn's visual scanning ability, cognitive flexibility, learning ability, and visual selective attention were within the average range. Vaughn demonstrated a relative weakness with his visual motor coordination, visual discrimination and motivation. During the Coding subtest, Vaughn was slow and methodic and would often ask the examiner if the time was up yet. Vaughn's index score of 88 places him within the below average to average range of ability and within the 21st percentile when compared to same age peers."
Funny....this area is the only area in the evaluation that showed a weakness/deficit (besides behavior and organizational issues - of course) and no one (in the school district) has mentioned doing anything about it. I am definitely going to question this.
I LOVE the idea of possibly slipping in OT with the ALERT program......How does your engine run....is that perfect for a train fanatic or what?! LOL! He was assessed by the OT and she made a sensory diet that he currently uses throughout his school day but he does not receive any therapy time with her at all.....in fact, I am having a difficult time getting him ANY type of OT....we are currently on two different wait lists for private groups and a wait list for hippotherapy.
As for social skills/speech.....he is not getting any speech/language therapy at all.....he did not qualify for speech based on the MFE. The school does not have a formal social skills group/class but his guidance counselor made an informal one the consists of my son and two other boys. They meet for lunch once a week and she works with them on conversations, interacting with one another during game playing (taking turns, handling winning or losing, etc.). I am looking for, at the very least, the same situation for next year. We'll see.....he will be at a new school. The district he is in has one building for K thru 2, another for 3 thru 5, the middle school (6-8) and then the high school. So I will be meeting with a whole new team this time....joy! I just got to know this one and now we have to change.....oh well.
Again, thanks for your input.....I really appreciate it.
(SMILE)
Christie
Hi! I'm usually a lurker on this board. I have a grandson who has Aspergers. sounds similar to many of the little (and not so little) ones on this board. I keep trying to get my daughter to come to this site but she is not much for message boards and computers in general.
Anywho, I read this post and I was just curious why your son does not receive speech and OT at school? I thought those were given for children on the spectrum.
Sorry if I am intruding,
Nana Marg
Hi! I thought ST (at least the language part of it) and OT were givens as well.....I was wrong. During my son's MFE (multifactored evaluation done by the school district), he was tested by the school's OT and ST......he did not qualify for either. I was originally told that he did not qualify for OT because his handwriting was fine......
Since OT and ST are not being provided by the school, I have been trying to find him a social skills class and OT privately (that we would pay for) and we are currently on waiting lists for three different facilities......maddening......
How old his your grandson? I hope he is doing well....
Christie
OT and ST are not always a given. Sometimes they are withheld when it is needed as well.
Kids with HFA/AS can often test out of speech or OT since the standards for eligibiltiy are set incredibly low. For speech in CA you have to have 2 or more subtests below the 7th percentile. That is hugely behind. Kids with ASD test well but can't always tranfer that information to generalized environments.
IDEA says they cannot base eligibility on one sort of measure. In other words if a child can do ok on standardized tests but is still having significant trouble in the classroom they can still qualify for these services. ST's and OT's should be doing observations and interviews as well as standardized tests. ANd if the child is having significant difficulty in school (behaviorally, academically, etc. Not jsut academically) then they should still qualify for those needed services.
CAit scored this last triennial all averages and above in her language tests. Her best EVER. This is coming from a child who was significantly delayed in preschool. They retained her ST services because of her langauge skills and conversational skills in generalized environments.
Renee