Forum Replies Created
Peer response: Dawn
I like your qualitative goal for John and how you pointed out that using this goal allows the team to use words to define how long the behavior should continue because we do not know how long it is going to take John to eat lunch that day. The goal you wrote has a clear expectation of behavior and follows the criteria provided.
For your quantitative behavior goal for Joan, what amount of support is needed? I’m assuming none since it wasn’t listed.
The process that your district takes sounds similar to my district. We have an RTI team that is different from the special education team students k-11 are screened 2-3 times a year. We meet monthly to go over data from these assessments, classroom assessments and interventions that are being used and discuss what is working and what isn’t working. Thank you for breaking down your schools process.
I agree with you that it seems like Spencer seems to enjoy school and it didn’t seem as if he was having the meltdowns, panic attacks and aggression which leads to his asthma attacks in the school setting (or minimal). I also like that you mentioned using his likes to create a positive learning environment for Spencer. I had a kiddo that was obsessed with the Hulk. His visual schedule, check-in/check-out, rewards and many academic skills were taught and used with the Hulk theme. I too would like to know what it looks like at home when Spencer refuses to go to school and mom is tired of fighting with him. Is he being allowed to play the game?
My initial thoughts about Spencer are he is not wanting to go to school because he wants to learn from home by playing Minecraft. I found it odd that Spencer wasn’t experiencing the meltdowns and panic attacks in the school setting and why he was having these behaviors at home with homework when he is shown to be a high-average student. What is different about the homework? Or is it even the homework, is it that he is now home and academics have switched off and he wants to play his game now.
We know that Spencer likes Minecraft and we should use that to our advantage. Use this as a reward or incorporate this theme into his day in almost any situation (i.e. academics, behavior, social interactions and transition, etc.).
I would like to know about Spencer’s sensory needs and if he uses a visual schedule or timer. Is work being differentiated for him? Spencer sounds like a candidate for a gifted young man. Is he being challenged in the classroom? Is he losing interest because he is bored? I would also like to know more about Spencer’s stressors. We also need to remember that Spencer is only six. I want to know more about his peer interactions too. How often are social stories used?
I chose to reply to your discussion post because you had a couple of criteria from GORI missing. While reading others’ posts, I didn’t see any no responses and you had two which I found interesting. You are right, the functionality for your goal is not necessary, but ideal and if you are not making eye contact that doesn’t mean you are not able to participate. Thank you for giving me a different perspective.
Given a small group setting, John will increase his following direction skills to transition between preferred and non-preferred activities with less than three prompts during four 10 minute sessions per day on 4 of 5 school days for two successive weeks by Jan 2021.
1. Yes, the above target behavior has a beginning and an end and is an observable action during transition between preferred and non-preferred activities.
2. Yes, data can be taken on the number of prompts given to transition during the timed session.
3. Yes, the student needs to follow the direction to participate in all/most daily activities.
4. Yes, John needs to be able to transition from preferred to non-preferred activities because this is a component of behavior that is needed for most daily activities.
5. The following goal can either be a general concept or building block I think.
6. Yes, the target behavior can be generalized across a variety of settings.
7. Yes, it is targeted to be taught across daily activities.
8. Yes, anyone who is in contact with this student can practice this goal.
John will receptively identify 10 items from 3 categories (body parts, food, animals) with 80% accuracy, as measured by clinician data collection and/or SPED staff observation.
Gwendolyn, I agree with you in that there is not a definite answer that there is ALWAYS a distinction between functional and academic goals. The function is the most important and academic skills will follow. It’s always fun getting an IEP from another district/state and you read it thinking what were they thinking at this meeting! Hopefully you got your student reintroduced to the AAC device.
I agree with you that the goal was broad and needs to include more information, but it does show a need for literacy, math and social skills and it would be best if the goal was broke down into these specific areas. Based on assumption, I thought all four filters were met, or could be met on assumption, but we were lacking information for filter one.
The definition of functional is: functional behaviors are those a child needs to participate in all/most activities and those which will increase the child’s independence and ability to adapt to his/her environment. We write goals to serve a purpose for a particular student (functional) and not all goals have to be related to academics. However, I do believe that the two go hand in hand, but doesn’t ALWAYS have to include both.
While being read aloud a story, Suzie will answer simple questions about the story by correctly pointing to objects, characters, and events in 4 of 5 opportunities.
“During a variety of daily activities, (insert child’s name) will correctly pair a label/name, a symbol, and/or an action of one object, person, and/or event to another. The child will correctly pair five different labels, symbols, or actions each day for two consecutive weeks. For example, the child will correctly pair number tags with corresponding objects by counting, child will select a buddy to read with when directed to “find a friend”, child will pair matching letter tags with letter sounds, child will name each animal in a story, child will give each child a napkin during snack, child will hang their backpack on a hook).”
Filter 1: Do the student’s needs come from a disability? What are the student’s deficits? I would assume that this information would be in the PLAAFP. Filter one may or may not be met based on that information.
Filter 2: I think that this IEP goal can be written better and broken down over content areas, however, I believe the goal shows that there is an adverse impact on the student’s participation and progress in the current setting. I think filter two has been met.
Filter 3: I think that the way this goal is written, filter 3 is met. The student would need direct instruction and ongoing supports to achieve this goal.
Filter 4: Again, I need more information from the PLAAFP. I would like to know what the student is currently doing. However, I do feel that this goal can be met in a year’s time based on my assumptions of the student. I would still like to know the baseline of goals for the student.
Response to Peer:
Connie, in your responses you provided some details that I had overlooked when working on my discussion post. On several students, you had brought up negative connotations and how families may be hurt and upset by how the information was provided. Another good point you brought up was about Zung, is he an ELL student? That would be great information to know. Great responses!
1.1 Discussion response
STEP 1- Review the following statements from a real-life PLAAFP
• Determine if the statements are “good” (green) or “bad” (red)
• Are there instances where the statement is both “good and bad”? How would you fix those that you rated as “bad”?
STEP 2- Reply directly to this post.
STEP 3- Respond to at least one colleague’s posting.
• Green or Red? Mark doesn’t know his colors. He can count to 3 but doesn’t always remember the number 2. He can stack 3 blocks.
Dayton prefers to play in isolation and becomes upset (e.g., cries and hits others) when another child comes too close. As a result, his peer interactions at playtime are limited.
I think the following PLAAFP statement for Dalton is both red and green. I think the statement is lacking the information of baseline information on frequency and duration of the behavior, setting and time of the behavior and I would like to know more about his positive interactions with peers.
As measured on the EOWPVT-R, Carmen’s (48 months) expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months.
I think the following PLAAFP statement for Carmen is red. The statement gives me testing data (but what does it mean) and doesn’t provide any other information about how the student communicates and how this affects their performance
Elise is essentially non-verbal and uses many ways to communicate including: gestures, facial expression, eye gaze, vocalizations, word approximations, head nods for yes, head shakes for no, and use of a Dynavox 3100 augmentative communication device which she accesses with a head switch.
I think the following PLAAFP statement for Elise is both red and green. The statement provides information on how the student communicates and paints me a better picture then the previous students. However, I think the statement lacks measurability.
Damien’s attention problems result in failure to follow the teacher’s directions, talking out of turn and responding inappropriately during group activities.
I think the following PLAAFP statement for Damien is red. I need more specific information. How does this affect his performance in the classroom. I want to know what the behavior looks like and frequency. What can Damien do?
Zung understands and remembers what he hears about a subject. Learning by reading or looking at pictures is difficult for him and doesn’t work as well.
I think the following PLAAFP statement for Zung mostly green. I would like to know Zung’s baseline information like what his reading level is. More specific information for statement of “doesn’t work as well”.
Mark doesn’t know his colors. He can count to 3 but doesn’t always remember the number 2. He can stack 3 blocks.
I think the following PLAAFP statement for Mark is red. The wording of this statement may offend the parents. I would like to see more information regarding frequency.