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Directions: STEP 1- When you think about a PLAAFP, what criteria really “matters” in determining an IEP goal? In what ways can or should families priorities and concerns be a component of that criteria? To what extent should we consider a child’s perspective as part of that criteria of “what matters”? Finally, how does the ABC formula help us in getting to the bottom of what may be IEP worthy and ultimately “what matters”? STEP 2– Respond to at least one colleague’s posting.
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When I write IEP goals I look at what the child can do, what the his grade level peers are doing, consider the next sequential step in the process, then think about how to build on what the child can do to build up to reach his greatest potential. I think about the child’s social skills and development and how their behaviors affect both their academic learning and their social development. I feel that families concerns are important in developing IEP goals. Their influence on their children is generally paramount in a child’s learning. Most my parents are concerned with their child exiting SPED and working at grade level in order to graduate from high school. Some parents are more concerned about social development over academics. We often discuss ways that we can support their child’s social skill development. I believe that a child’s perspective should be valued. The child, overall, has the most influence in his development. When we are working with children we often are able to determine what “matters” to them. The student may not have the foresight to see into the future and what skills are needed for the future, but they are able to see what their peers are doing and what they would like to be able to do.
Using the ABC formula helps get to the “what matters” of IEP writing by really having the constructors of the IEP really think and evaluate the child, their skills, their needs, their behaviors, and the management of these issues. All of these make of the B or the behavior. Then we look at the A, the antecedent, where and in what context the child will perform the skills that we feel are what matters in the their development. Finally, we consider the C or the criteria. Why are we measuring this goal, what makes it matter, and how are we going to measure it with confidence. Through the use of the ABCs we are hopefully able to construct an IEP that has meaning to the student, the parents, and other members of the team that will build life long skills building independence and the skills necessary to develop and maintain social relationships and skills.
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To me, PLAAFP, is a story about the child with his or her strength, talents and weaknesses. It is a story about the student personality, his or her relationship with family members, friends and teachers. It is a story about how a student functions at home, community and school, and what are his or her roadblocks to learning. When developing IEP goals, the criteria that really “matters” is the environment where a student can be stimulated and motivated to improve skills and which will provide access to peers, social interactions and learning opportunities.
As a member of the ASD assessment team, I rely on family information when I conduct assessment of student’s abilities and skills. Parents know their child the best. During assessments, I see my role as the professional who listens, observes, shows unconditional positive regard, and conducts accurate, non-biased and comprehensive evaluation. I always start evaluation by interviewing parents about their primary concerns and their goals for their child. It is an important step in identifying parents thoughts about “what matters” to them. I often find that parents ideas about “what matters” differ depending on their own cultural, socio-economic and educational background. However, all of them want their children be successful and happy. I believe that including parent’s information on PLAAFP is important for several reasons. First, it helps establish rapport between the IEP team and parents. Second, parents feel they are included in the process of developing IEP. And finally, there are situations, when the assessment team heavily rely on parent’s information because students do not show their ‘true’ abilities and skills in unfamiliar environment and people during the assessment, and, in this case, parents information is crucial in gathering baseline data and determining child’s strengths and weaknesses.
By age 3, students are usually able to communicate their wants and needs through behaviors. They express certain interests and demonstrate preferred activities. And I want to consider this information and include it in IEP. For example, if a student is fascinated with toys with wheels, I can use cars, trucks airplanes, trains, etc. to engage them in activities when working on communication, pre-academic and social goals. Exploring “what matters” for students helps teachers keep them excited about learning and motivated in school.
The ABC formula is very helpful in creating learning environment for a child and setting them for success. Working on antecedents requires a lot planning, organization, and preparation. It is important to collaborate with all IEP members in setting up situations, activities, supports (transition supports, classroom supports), routine and opportunities for behaviors (A). It is often the most time-consuming component of the formula. When students are comfortable, “safe” and familiar with routine, they respond better to teaching strategies and interventions. I agree with Kristie that behavior (B) should be identified by using verbs or actions as it makes easier to observe it and record it. Documenting student’s progress towards meeting the goals and criteria (C) helps us keep track skill development, as well as evaluate the effectiveness of interventions.-
Module 3.3 Response to a Colleague’s Posting
Olena, I really like your identification of the PLAAFP as the student’s “Story.” This is such a less intimidating approach than saying we’re going to collect information for the student’s Present Level of Academic Achievement and Functional Performance. If it is thought of as The Story of Billy, then it might be easier for the Team to focus in on what’s most important to include in the IEP about Billy and it might be more motivating for all members of the Team, including the family, to comfortably contribute.You’re right, that as professionals we always need to remind ourselves that the family knows the child best. When we assume the role of the experts on a student, the family members become disengaged or even frustrated.
As case managers, you remind us that it is not our responsibility to collect ALL of the antecedent information. I agreed that its a time consuming process and we should share those expectations with the rest of the Team.
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Hi Dawn,
I agree with you that parents have different opinions about “what maters”. When I worked in elementary school with Russian Immersion program, I observed that Russian parents value more academics than social development. They will enroll kids in afterschool academic programs in addition to regular school program. It was common for us to have meeting with parents and have discussions about child development. We would talked with parents about social-emotional development and that skipping a grade to be challenged in math is not a good idea as it would keep students away from socializing with same age peers and having opportunities to make friends.-
Hi Andrea,
I like the image of a picture painted with words! I agree that parents are integral parts of the team, but that it takes all of the team members’ input to paint the detailed, accurate snapshot that you described. I agree and also mentioned that the youngest students tend to have more decisions made for them, but that it is important that the team not loose sight of the what matters and to advocate for the student’s best interests. I also appreciated your description of the ABC formula and the way that you explained the meaning of each step and gave examples.
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Hi Olena,
I like the idea that the PLAAFP as a story about a child’s strengths, talents, and lastly their weaknesses. I feel that sometimes I read PLAAFPs that are so focused on the things that the child can’t do or the negative things that they are doing that we forget they are wonderful little people with differing personalities. I like the idea about adding more information about home and their functioning in the community. I feel it gives the reader and team a better idea of the obstacles that we need to focus on as a team. I think that including parents in determining “what matters” is key to the success of the IEP itself and ultimately to the student’s education.
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Module 3.3
When identifying the information that should be included in the PLAAPF, the criteria that really matters can be collected if the group has followed the Four Filters. As Dr. K. P-F. indicated in this module, we need to listen to our hearts. But, we also have to establish a structure that allows the Team to make sure to include the following about the needs we are identifying:
–they be a result of the student’s disability
–they must have an negative effect on the daily activities
–specialized instruction must be required
–a time frame of one year is realistic for the student to meet the need.The family must must receive intermittent reminders that they are integral members of the IEP Team. I really liked the snapshot tool from the “What Matters” book by Janice Flaka. It could easily be turned in to a blank questionnaire based on the statements listed for abilities and needs. The case manager could send that home in advance of the annual meeting and let the parent know that they would call them a week ahead of the meeting to discuss their input. This would allow the family to be prepared and confident when the PLAAAFP is discussed at the IEP. I think it would be an effective framework to use at the actual meeting to keep the Team members focused on the purpose of this section of the process. Equally effective, would be to use Dr. K. P.-F.’s “Can Do” strategies as the format for the questionnaire and structure at the meeting.
Our students provide a unique perspective into what direction the IEP should take. As teachers, we should do some informal observations prior to the IEP meeting, collecting anecdotal information on their preferences, current strengths and needs. In some cases an interview with the students (that is kept at a level that allows the student to participate) can provide useful information. Depending on the student, and the wishes of the parent, even a young child might come to a portion of the day.
With the use of an ABC model, we could again have a structure to determining priorities for students. Looking at the antecedent or precursor skills the student already has would help us select priority behaviors or skills that should be focused on. Then, establishing the criteria level that the student must achieve insures that the goal is measurable.
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Working at the beginning of a family’s experience with special education (Part B 3 and 4 year olds) provides my teams with the opportunity to educate parents on the critical importance of their role in their child’s education. They are the experts on who their child is and they know what they deeply hope and want for their child. From Child Find to providing IEP service and everything in between, our district’s itinerant CARE model allows me to have a great deal of time with teachers and families before we ever sit down at the “IEP Table”. Family concerns, hopes, desires, and needs drive much of the information in the PLAAFP as I believe it should be a rich description of the child from the family’s perspective as much as from the assessment team and classroom/teacher perspective. To determine the child’s “perspective” takes observation of the child and listening to the parents describe their child’s behavior. Knowing what a child’s preferences, likes, and dislikes are, can provide that foundational information that will help a teacher in planning for the child and embedding learning opportunities into their day that are meaningful and genuine.
The ABC formula really provides another “filter” for getting to the bottom of what is IEP worthy. If we discover that the general education environment (A) and practices are sufficient for eliciting a desired behavior (B) that fits our desired criteria (C), then we really need to consider whether the goal was necessary and really mattered in the first place. I found it interesting that in an OPRE report, Self-Regulation Snap Shot #2:
A Focus on Preschool-Aged Children, indicated that factors such as classroom climate, parenting skills and attitudes, and parent co-regulation have a higher value of impact on outcomes for preschool children (in regards to self-regulation) than other direct instruction strategies. I have observed this as I work with teachers (inclusive settings) and parents as we walk together on the road from initial concern to IEP implementation. And it is often the changes in the teacher’s focus on classroom climate, as well as parents focus on their desire to do more with their child – – -that seem to have the greatest impacts on child progress. Coming back around, was the team wrong in its write up of the PLAPFF or in choosing IEP worthy goals? I don’t think “wrong” is the correct term. The IEP is a 365 living document, not limited to the meeting room. Nor is it limited to the classroom.-
Melinda,
I really like what you said,
“To determine the child’s “perspective” takes observation of the child and listening to the parents describe their child’s behavior. Knowing what a child’s preferences, likes, and dislikes are, can provide that foundational information that will help a teacher in planning for the child and embedding learning opportunities into their day that are meaningful and genuine.”I think that the younger the student is, the more we must advocate for them to know “what matters.” I think that when we have an older student, they should give their input at an IEP and that should be the spring board for all other decisions that are made. It is important to look at the child’s preferences, likes, and dislikes to create those meaningful and genuine learning opportunities.
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When I think about a PLAAFP, I think about a detailed picture painted with words about a child. It tells about the child’s strengths, both as an individual and academically. It tells what the family sees. It tells the struggles that the child may have and how they fit compared to their peers. A families priorities should really drive the conversation of the IEP. That being said, the team should bring forward all they can to create a comprehensive picture of the child. The family is going to have the most knowledge and input about their child. We take what we know in the PLAAFP and think about what the child needs, we want them to grow in the right direction and this is based on the input from the entire team. I think the child’s perspective varies depending on the age of the child. A younger child may have more decisions made “about” them, but the team needs to be mindful that they are advocating for the benefit of the child and what will matter to them.
The ABC formula helps us decide what really matters in terms of writing a meaningful IEP. First we think about the antecedent, or the context in which the child experiences life. I currently work with students who have high needs, so their context is within the school setting, but often focused on behavior, social skills, and functional academics. We also want to make sure that what we teach them is transfering to other areas of their lives to focus on needs that connect to many or most contexts. Next we look at behavior. This is seen in the PLAAFP and is in that detailed picture that the team paints. It is the driving factor for “what matters”. It can help us answer the question of “what are our priorities?” Last is the criteria which helps us think about the change over time. We want to think about where we want the child to get and why it matters for the child to get there. Essentially, if we ask “what matters” within every decision, we will create a meaningful IEP.
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When I think of a PLAAFP, what criteria really matters in determining an IEP goal?
To be an IEP goal, must to be tied to an area of need in which the student qualifies for special education services. (For example, the team should not add a writing goal if the student only qualifies for services in the area of math.) To determine what type of goal should be written within that category, it is important to discuss and consider the student’s current abilities and weaknesses and determine what would be the most beneficial skill(s) for the student to master at this point in time- what skills would allow student to participate and get the most out of their school and every-day life experiences.In what was can and should family’s priorities and concerns be a component of that criteria?
Families concerns and priorities should be an integral part of the IEP and should be addressed and incorporated as much as possible. Families know their children best and their priorities often reflect what will impact the students the most in their every-day life. And, in the end, school is just a place to learn what we need to know for every-day life. That being said, parents don’t always know or understand the progression of learning and the prerequisite skills that a student needs to master before they can fully master more advanced skills. It is important to work closely with the family so that they understand the steps needed to achieve their ultimate, end goals.To what extent should we consider a child’s perspective as part of that criteria of “what matters”?
I think this depends on the age of the child. With the youngest children, this would come from observations of what the child can do, what they struggle with, their responses to the demands and their environment, and their interests. This would provide important information to help the team know what to focus on and the most effective way to implement it. Older children can offer insight as to what they feel is the most important or what they would like to be able to do to feel happier. They may choose avoidance of difficult tasks rather than to focus on the skills that we, as professionals, know that they need. But their perspectives on how they differ from their peers and what would make them happiest can provide valuable insight to focus the team’s decisions. High school age students can and should be an active part of their IEP teams, with their insights and perspectives being just as valuable as that of their parents.How does the ABC formula help us in getting to the bottom of what may be IEP worthy and ultimately, “what matters”?
The ABC formula mainly helps determine “what matters” because it ensures that we pause and put focused attention on what desired outcome, how the student will demonstrate that they can do it, and where it will happen. Considering these things when writing a goal helps to ensure that the resulting goals “matter.” When goals “matter,” they can facilitate participation in activities; allowing students to access information and generally reducing the long-term, negative impact of the disability on the student’s daily life. -
Mark Dinelt – 5/3/2019
Module 3 – Lesson 3:
STEP 1- When you think about a PLAAFP, what criteria really “matters” in determining an IEP goal?
Of course, we must first refer to a student’s evaluation and the need identified in that evalauation. So we are not just plucking goals out of a grab bag of possibilities. Once an area is identified, we do need to “paint a picture”, as others have expressed it. Many factors can influence how we address an area of need which is why we do a PLAAFP. Just putting in numbers from tests or surveys does not help inform us about how we might best address the need. It would help to know how the student approaches area of need. Is it something he/she enjoys or engages in spontaneously. Does he/she engage in the area of need at home or in the community? Does he/she try or would it help him/her? Do parents or other family members help or assist. If we are talking about reading, do we need what his interests are. Can we provide reading material related to his interests. If we are talking about math, does he/she enjoys playing games that involve counting, money, etc. Of course, many games involve reading also and can be adapted by adding more reading components. If social skills is an area of, games can be a great tool for practicing such skills. Even though some skills may have to be taught directly, much practice can be introduced incidentally through other activities. We could probably write a book describing any particular student but for the PLAAFP, the real trick is getting useful information from all Team members about the student’s current performance, strengths and weaknesses and interests and interactions with others that might impact addressing the Need.
In what ways can or should families priorities and concerns be a component of that criteria?
It would be important for parents to have a good idea of what an Evaluation can cover and discuss potential areas of need for their child before areas of Evaluation are chosen and parents are asked to give Consent for Evaluation. This way parents can come to an IEP meeting with a clear idea of what the parameters are for choosing goals for their child. As the people who know the student best they are in the best position to inform the Team about what works well for them and their child at home and in the community. Obviously, school is not like a “home” situation but their information could save a lot of trial and error and guess work in getting to know what works for a particular student. Unless they are teachers themselves, they are also likely to try things that a classroom teacher might not think of. Of course, things are not always smooth at home so sharing what works in the classroom can be just as useful for parents to know about. To be sure, family input is just as, if not more, important as input from any other Team member. After all, most parents have a vested and lifelong interest in their child. Having said that, we also have to recognize that parents have greater leeway at home in dealing with their child then teachers will have in the classroom.To what extent should we consider a child’s perspective as part of that criteria of “what matters”?
I think the child’s perspective is critically important, especially as they get older. Younger children may not have the idea of how important it may be for them to develop certain skills but they know what they like and don’t like to do and if they are not engaged in the learning the outcome is not likely to be what we would hope for. Students who commit to learning a skill are so much more likely to be successful there is no comparison to the unwilling or uncooperative student. Involving them in the process is certainly to be preferred over making plans for them without their knowledge or participation. Whether or not they formally participate, as part of the Team or included by careful observation, conversations with other Team members and engagement in activities designed to help us get to know them better depends very much on their age and maturity level but to be sure, their perspective must be included in the Team discussion.
Finally, how does the ABC formula help us in getting to the bottom of what may be IEP worthy and ultimately “what matters”?
Knowing the A (antecedent) certainly helps choose an appropriate B (behavior). If you don’t know what comes before, it’s hard to know if they are ready for the target behavior you choose. And without the C (criteria) you may never know when the goal has been achieved or whether you should change course and try new tactics to achieve the goal.STEP 2– Respond to at least one colleague’s posting.
Namomi Buck makes a good point starting with identified needs from the ESER. If we forget that, we are lost and on untenable legal ground. And, obviously, we must consider weaknesses and strengths in regard to particular needs to help us determine exactly how we are going to address a need. But I especially liked Andrea Colvin’s comment about “painting a picture” of a child with words.
Naomi went on to identify parent input as integral and “family” as where the students daily life truly unfolds but possibly needing to be tempered by the professional experience of trained teachers. I think that captures well the potential working relationship of the Team members.
I also agree with her assessment of the changing character of a student’s input depending on their age, maturity and personal bias. -
When you think about a PLAAFP, what criteria really “matters” in determining an IEP goal?
When I write a PLAAFP, I feel the criteria that really “matters” is painting a full picture of a student’s abilities both strengths and weaknesses. I feel that after another person reads my PLAAFP, they shouldn’t be left with any questions of what a student can do or not do. They would know the student’s strengths as well as their likes, learning style, temperament. It’s helpful to give an overview of all their developmental skills (pre-academics, self-help, social, behavior, fine/gross motor, and speech/language) regardless of their certification. As a preschool teacher, I like having more information about a student than not enough information and wishing I had more. As a student’s weaknesses are mentioned as well as how they are affecting the student’s learning, independence, or participation, that’s where the IEP goals will be driven from. Goals would stem from areas where students are receiving accommodations, modifications, and specially designed instruction.
In what ways can or should families priorities and concerns be a component of that criteria?
As a preschool special education teachers, it’s important to incorporate a family’s priorities and concerns of their child as the IEP is a joint effort between parents as educators and teachers as educators. It’s important to hear parent concerns and validate them to what’s truly IEP worthy or if they are not all IEP worthy how the school team can help address those concerns elsewhere.
To what extent should we consider a child’s perspective as part of that criteria of “what matters”?
I feel like this would come into effect as a child becomes older and has more of a say in their education. In preschool, we do our best to base a student’s IEP goals around play-based learning. We are writing a goal that can be worked on every day; most likely without the student even know we are working on it. It would be hard in preschool to take a child’s perspective.
Finally, how does the ABC formula help us in getting to the bottom of what may be IEP worthy and ultimately “what matters”?
The ABC formula helps determine “what matters” by helping teachers write a strong goal that is both functional and measurable. The ABC formula has 3 components which help make sure that the goal is both functional and measurable as well as IEP worthy! The ABC formula helps teachers determine proper accommodations, modifications, and overall student needs. Without this, teachers would be writing grade level goals and objectives which then raises the question “Why is this student on an IEP?”.
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Peer Response to Naomi:
I liked what you said about considering a child’s perspective as part of the criteria of “what matters” when writing an IEP. I also believe it depends on a student’s age. I’ve only worked with preschool special education students. I didn’t think about considering observations of what a child can do and not do and incorporate those as their “perspective”. This truly does allow them to speak for themselves and as a teacher for us to listen to them and figure out how to best help them. Many of times, our preschoolers are language impaired and can’t always easily answer a question… I like how your posting gave me a new insight of how to think about this question and incorporate it in my future IEP’s.
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Reply to Olena:
It is true that a parent’s cultural, socio-economic, and educational background do influence what they perceive as important for their child to know and be able to do. Rapport and relationship building are fundamental to what we do in the education field. Building a rapport with parents will only make our jobs easier and in the long run help the student to have a more positive and hopefully successful school career.
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When you think about a PLAAFP, what criteria really “matters” in determining an IEP goal? In what ways can or should families priorities and concerns be a component of that criteria? To what extent should we consider a child’s perspective as part of that criteria of “what matters”? Finally, how does the ABC formula help us in getting to the bottom of what may be IEP worthy and ultimately “what matters”? STEP 2– Respond to at least one colleague’s posting.
When writing the present levels I like to refer to the old IEP or ESER to reference what has been gained and what the next steps are. I will often start the dialogue noting what has been gained in the year and new strengths. In pre-K most of what i have written about is based in the students executive functions, social skills, communication, and self help skills. I will typically describe where the child falls developementally, give examples, and describe what they are ready to work on next. We have an area where we write in parents comments and information and i also add in details if parents are seeing a skill at home that is not seen in school. I also touch base with families before an IEP and ask if they have specific concerns that they want to address so I can be sure to add it in and make time to talk about it.
I think it is important to consider the child’s perspective when determining what they are ready to work on. While we may have a goal in mind that we think is important a child’s personality may make it very difficult to work on, for example if the team wants the child to share during circle time but the child is shy and refuses then it is a goal that isn’t appropriate at the time. We also try to write goals that we know the child will be interested in working on. It is also important to consider what the family views as an important skill. For pre-k we are often working on keeping the families involved and are the first steps in building the relationship between family and school. If we are able to include goals that will help with the students home routines the family will be more involved and supportive.
The ABC formula helps with this by focusing the teams discussions into what is important, how it can be measured, and if it is a need. This can become a very difficult thing to do when there are multiple team members and maybe the school and family are not seeing eye to eye. By using the ABC formula the team is able to keep the student in the focus. -
Peer response LuEmma-
I agree with the need for family input especially in the prek groups. Many of our families are so nervous sending their young children to school and need that extra level of support to feel connected and be part of the team.
i also agree with having the students direct involvement become more important as they get older. Since our work in play-based and we follow the kids lead the child’s perspective is really the entire design of the program. -
When determining an IEP goal, the criteria that I will focus on are what the child is able to do, what the team want to see him/her be doing, how we are going to provide support, and what our priorities are. One thing that “matters” is talking and thinking about what the child can do independently, is beginning to do, or can do with support. It matters to consider what the child’s strengths and talents are. We also want to consider how they respond to challenges and what they want to know and learn. We want to see our student be able to increase their participation and independence in the classroom and in the school environment. What also matters is the support we are giving the child. We want to make sure that we are supporting them in a developmentally appropriate manner while meeting their individual needs. We also want to think about what our priorities are. Do our priorities align with common outcomes, with the child’s unique needs, or the priorities of their families? Family’s priorities and concerns should matter significantly. We want to get to know the family dynamics, what is important to them, and their culture. Most of the parents I work with want what’s best for their child and trust us professionals to do the right thing. It is part of their culture but they truly care about their child and do want them to be able to participate in school activities along with their peers. As the SPED teacher, I want to make sure that I do my job of helping develop a meaningful IEP. We also want to take into consideration what matters to the student and include this to our criteria because the IEP is all about them.
The ABC formula is used to write a strong and defensible IEP goal that is measurable and functional. The (A) antecedent is the context or the setting in which the student is going to need the skill. We need to think about who is going to collect the data and where. The antecedent is also when we think about the teaching strategies and activities or situations where the behavior will be exhibited. The (B) behavior is what the child does and not what we do to them. The behavior must be something we can see or hear and can be determined if it changes over time. The behavior must also be functional which means that it will help increase the child’s independence over time. The (C) criteria helps us monitor and measure outcomes of the specialized instruction. By following the ABC formula, we can make sure that our goals are measurable, functional and IEP worthy. The purpose of writing an IEP is giving support to the child so he/she is able to participate in daily activities with some independence. This is what really matters.
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Hi Sandra, I liked your point about having info in the IEP that relates to what the child is interested in or what motivates them. Sometimes this is valuable info that isn’t found out until later on in the year, if not shared early, and being able to use those motivators can be so helpful in engaging the child and making connections with them, which without those connections we are up a creek without a paddle 🙂 thank you for that comment!
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Response to Olena Kyselova
Hi Olena. I agree with you that parents are important sources of information about the students when writing IEPs and also during assessments. When students are very young, we are not able to get the best information from them and that’s when we rely on the parents. I also agree that what matters to parents differ depending on their cultural backgrounds but they all truly care and want what is best for their child.
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When you think about a PLAAFP, what criteria really “matters” in determining an IEP goal? In what ways can or should families priorities and concerns be a component of that criteria? To what extent should we consider a child’s perspective as part of that criteria of “what matters”? Finally, how does the ABC formula help us in getting to the bottom of what may be IEP worthy and ultimately “what matters”?
When writing a PLAAFP based on goals I have written for Communication, I first look at what has the child been successful in over the year. What are our celebrations, what has the child enjoyed doing and I look at what is new in relationships and learning. Most often parents want to know if their child make any friends and did they learn what they needed to learn. So, I often start with those two questions in my mind and try to think of positive encounters and positive learning opportunities that happened. I love giving examples and telling the stories to show parents we care about thier child and their happiness and learning as well as to make the information real to the parent.
Then I look at where the child may have struggled. I want to indicate here the levels of supports needed in the specific areas we are working on. I want to check in with the teacher to see if there has been any noticeable differences in the classroom as well as talk about new areas of concern that may have arisen.
The child’s input is everything when it comes to therapy. You can’t make a child talk if they don’t want to and finding ways to engage a child is vital. Usually we need to provide fun along with learning in order to keep the child engaged. IF they prefer specific activities and games, I use them. If they are struggling with an activity and frustration, I modify the task to a level that is appropriate. It works best if the child is old enough/capable of having the conversation about interests. However, even if the child can’t tell me in words, they can tell me in actions. If a child in a preschool classroom, leaves an interaction with me, I need to try something else. What I was doing was not working.
If a child is able, I often try to have a conversation with them about how things are going with their friends. I want to check in to see if they feel like they are struggling with something. I want to check in and see if they enjoy certain subjects, what topics they seem most interested in etc. This gives me a lot of information when planning future activities. If the child loves dragons, I may find activities that relate to the favorite topic to provide interest in the future.Families usually indicate during the IEP what is in their heart for their child and I want to go back to those concerns and touch on what is working and what we still need to work on so that the parents feel heard. I also want to take into consideration the culture of the classroom as well as the culture of the family to ensure I am being respectful and responsive.
With the ABC’s, we are looking at measure-ability of goals. We start to look forward beyond what we have summarized, what data we have collected and observations we have made about skills, level of supports and what is working and what is not working and we are starting to think about how to use that information to plan the next stage in delivery of service. We want to know that a a goal is functional, that it can be measured, that the goal will be meaningful and that we can actually collect the data needed to monitor the goals.
These two areas are like two sides of a coin. One side of the coin is the progress on what is determined as important for the child. The other side is using that information to make changes or use what we know to have our next steps for that child. One looks to the past and one looks to the future all the while keeping in mind what is most important for the child and how we going to know that we are making a difference. After all, you can’t state progress without tracking it and you can’t track progress without having a measurable goal.
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When you think about a PLAAFP, what criteria really “matters” in determining an IEP goal? In what ways can or should families priorities and concerns be a component of that criteria? To what extent should we consider a child’s perspective as part of that criteria of “what matters”? Finally, how does the ABC formula help us in getting to the bottom of what may be IEP worthy and ultimately “what matters”?
When I write an IEP, I focus on the areas that are most affecting the child and try to focus on the areas that are hindering them the most socially, as I believe social development is so incredibly important in preschool. I also look at what areas the family is most concerned about. I have to admit though when a family is most concerned about their preschool child being able to read in preschool or kindergarten, I do not place as much focus on those skills and still try to let developmentally appropriate practice lead me while still trying to respect that the family really values early reading. I will try to support these goals in developmentally appropriate ways while writing goals and objectives to address the most pressing needs of the child. If a child expresses something like “I don’t have friends” or “no one likes to play with me” etc. I think this is a very important and valuable insight into the child’s experience and is very important to heed when writing the IEP. Hopefully, this type of information would be provided through the family as they express what they hope for their child, but if not, it could be seen in the classroom or observed at other times.
The ABC formula is huge in terms of helping us understand the why of behavior and thus, being able to better address that why/need of the child. By documenting the antecedents, behavior, including the time of day, day of the week so we can see if there is something regularly repeating itself, as well as the consequences then we can better understand what the child is getting or trying to get from the behavior and thus, we will be able to pinpoint better what the child needs as replacement behavior or in teaching new skills. -
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When I think about a PLAAFP, the criteria that really “matters” in determining an IEP goal is what the child is currently doing and what the team wants to see the child doing. Families’ priorities and concerns are a critical component of that criteria and absolutely given equal weight in the team discussion. A child’s perspective should be considered to the fullest possible extent as part of that criteria of “what matters”. Determining what matters to that unique child in terms of their access, participation, and progress is critical information to the development of a meaningful IEP. The ABC formula helps us get to the bottom of what may be IEP worthy and ultimately “what matters” by structuring our thoughts and discussion into a framework that is functional and measurable.
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The part of your post that resonated with me was that determining what matters to the unique child in terms of their access, participation, and progress is critical information to the development of a meaningful IEP. I also like the words that the ABC formula gives a structure to the team as they work through the IEP.
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One aspect of the IEP I find insightful and helpful is a discussion about the child’s future. I like asking parents where they see their child when the child is 25 or 30 years old. Their answer then guides the plan for the next year. If the family’s priorities are for the child to become more independent, then the goals should reflect that. If the family wants the student to go to college, the IEP needs to make sure academic goals are addressed. Because of that, I think families’ priorities and concerns should be central to the criteria. I think the key here is making sure the IEP is a discussion and not just paperwork to get through. I think when a child becomes a teenager we should involve them in the discussion too.
The ABC formula can guide us to make sure we are addressing each component of what matters. First of all, we consider what behavior or skill the team believes the child should work toward. Then we need to judge whether there is context in which the child should be able to work on this goal. That is the antecedent. The criteria must be something that is manageable and observable.
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