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Given what you have been told, what in this story strikes you as a potential need for Spencer?
Spencer’s needs seem to revolve around his need to feel safe and wanted and motivated to go to school. He needs to know that video game learning is not an option so he can move on from that want. He may need more one-on-one support to stay focused or some reinforcement surrounding getting his work turned in. These seem like needs to me, in that without them he may not be successful in the classroom environment.What seems to be more of a want? He wants to be playing his video game more and he wants to be able to be comfortable at home. I say that because he is comfortable throwing his tantrums for his mom but not at school which makes me wonder if he has strong connections at school.
How do you differentiate between wants and capitalizing on a child’s interest? In my mind, I separate out what needs to happen in order for him to succeed in his academic and social progress. Because he has autism, this may look different than what other children “need” and may look more like a want (reinforcers in order to motivate, etc.) but his grades and unwillingness to participate makes me think that these signal needs and not just wants. To me, a want is a preference or something the child would like to see happen but doesn’t need to happen in order to be successful in the classroom.
What other information would you need in order to sort through needs and wants, and how would you analyze such data to make a determination about the distinction between each?
I would like to see data related to his social interactions in school with both teachers and peers and see if something has changed in the past few months when his grades started to drop. He can do the work but is unmotivated, and that makes me wonder if there is something more going on (teasing, feeling unsafe, or no connections with others at his school). I would also like to see how his mother responds to his tantrums (does she reward his going to school or compliance; does she threaten etc.) I think this case needs someone to really dig into the details of his success, home life, and school life to best meet his needs and use his wants to support those needs.I think this is super great and I use this type so often! My only question is what would moderate support look like? if I were reading that, I would want to know what I am allowed to do? Hand over hand seems like more than moderate, but it seems subjective. So just curious what that would look like in your mind as you write this cause I have seen this before and would be curious if your idea of moderate would be the same as mine. I love how you outlined all the areas and explained how they are met.
Relinquishing a shared item
When asked for a shared item, Scott will relinquish the item within 1 minute either voluntarily or he will indicate the need to use a timer through words or body language and then relinquish the item after the one minute timer is up with no prompts 80% of the time over two consecutively weekly observations.MEASURABILITY 1 ) observable and actionable- yes – used percentage in case the opportunities don’t arise every day, it can be observed and noted and then data collected on those times
2) Target behaviors for performance – yes
FUNCTIONALITY 3) need behavior to participate- yes, in order to access items he needs to participate with
4) need behavior to complete – yes, needs this behavior to be able to be social successful in the classroom
GENERALITY 5) general concept or response- scaffolding- yes, he can use the timer or do it on his own
6) used across settings and environments- yes it can be used in all environments where there are multiple children using mutiple items
INSTRUCTIONAL CONTEXT
7) taught across activities- yes it could be many different types of items (shared erasers, toys, passing the water etc.)
8) taught by different people – yes, all teachers or paras can help facilitate this activityHi Jill , it is an interesting question, isn’t it!? I think the multiplication example would also be functional if the other children in the classroom are asked to do these tasks and it allows the child to be independent in their math multiplication skills. Maybe I am thinking about it too broadly, but if you think about the academic skill in terms of allowing the child independence and access across all of the areas addressed by the goal (in this example: multiplication) then you would be allowing the child to have a functional experience through their academic goal. But if you look at the functional experience in a very broad way, that would limit the functionality of the goal to a very broad basis of social skills or movement skills and exclude academic skills from the functionality.
In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both?
I do not think that there is always a difference between functional and academic goals but there can be. An academic goal that provides the child a functional activity in the classroom such as following along with the group or being able to express his or her ideas uniquely with others would be both. But there are times that the academic goal is written solely as an academic pursuit (read this many words at this rate) which does not affect the functional activity of the child in a tangible way although it can be argued that it does allow for the child to be more independent and to participate in the activities of the classroom ( if they can meet this goal). So I guess, as I think about it more, I do not think that the goals are or should be seperable. I think academic goals should always be functional in that they are a way that the child is accessing functional activities in the classroom and being able to be more independent in their studies.
Hi Sandra,
It is an interesting question to see if Filter 3 is met by this goal. I thought not, because the goal is asking for more practice not necessarily using specially designed instruction. I would imagine this might be an activity all kids might do at this younger age, but maybe the child is not younger and maybe this activity IS specially designed for this child. It is a good question and one that we can only know if we are working with that child. I appreciated reading your reasoning and seeing it from a different perspective:)“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- Need stems from the child’s disability, not from a common outcome or common expectations:
I would ask if the expectation for this child to match 5 pairs is based on the expectation for kids that age or based on the child’s disability. This depends on the disability and how it might be affecting the student’s ability to match.
Filter 2- Need is having an adverse impact on the child’s access, participation, and progress: Because we cannot see the baseline, we don’t know how the child is functioning in the classroom, but if the child is asking a friend for help, it would indicate that others are able to do the task and this child is not. We should probably look for more information regarding access, paritcipation and progress.
Filter 3-Need requires specially designed instruction, not just exposure, practice, or maturation: This goal is based on practice; not on specially designed instruction necessarily.
Filter 4- Need can be addressed and accomplished within a year of “typical” development: I would expect that this is a reasonable expectation to accomplish within a year’s time.I really liked how you set up your answers with numbers and the reasoning behind each color determination. I waited to read others posts till I posted mine, and I really like how you took the list of things in the handout and from the video to help determine what is missing and what should have been included. I really makes me realize that 1-3 sentences in each area of presence levels is probably and usually not adequate.
Both Green and Red- 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. This is Green because it gives us a picture of his needs but red because we don’t know when this happens or if it is related to certain toys or times of day or other circumstances that could be helpful in understanding his behavior.
Red- 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. This lets us know that Carmen’s expressive and receptive vocabulary are both delayed but not enough information is giving to know if he can get what he needs in his day, or how functional his communication skills are. This solely tells us about his vocabulary, We need more information on his communication as a whole.
Green – 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. T
Red- Damien’s attention problems result in failure to follow the teacher’s directions, talking out of turn and responding inappropriately during group activities. More information- when does he fail to follow directions and how often, is he able to wait his turn and gets distracted or is he unable or hasn’t gained the skills to wait for his turn yet? What does inappropriate responses looks like during group activities?
Red- 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. How does he show his understanding and memory of a subject? How best does he learn? How does he respond to reading and looking at pictures? More information is needed.
Green and 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-
Does Mark know any colors at all? Does he count outloud from memory or is he counting objects? Does he tell you that he stacked 3 blocks? More information would be important.
