IEP goals Bank

[peglem]

So, i was puttering around, trying to figure out what to do about Allie's IEP, when I found this:
http://www.bridges4kids.org/IEP/iep.goal.bank.pdf

Don't know about all of you, but I think I'll get a lot of use out of it!

[milivica]

Some of it like the Academic stuff is great either as is or as a starting place.

Some of it made me cringe! Everything 'behavioral' that was not academic, such as "Make eye contact".

Are you trying to give me a stroke, lol.

Are you getting anything idea wise from the RDI in Education Book? If you took any of the IEP Bank goals and tweeked them, you could make any of them really great. Any academic goals hardly need RDI, but they can always be enhanced. You know what I mean right?

I still LOVE your declarative rather than instructional language idea on the other thread. They have all kinds of 'life skills' type of stuff such as learning to take a bus or wash clothes or shop. Can you present using declaratives as a life skill Allie needs instead of RDI? Like leave out 'RDI' all together, and use other verbiage, just for Dataman, and Allie's teacher his sidekick Analysisgirl aka Analgirl. :eek: :D

I always wondered where our school gets their goals, wonder if they use this type of thing?

[peglem]

Analgirl ! Hahahahahahaha! That's great.

Are you getting anything idea wise from the RDI in Education Book? If you took any of the IEP Bank goals and tweeked them, you could make any of them really great. Any academic goals hardly need RDI, but they can always be enhanced. You know what I mean right?

The estimated delivery is tomorrow, so not yet!

Can you present using declaratives as a life skill Allie needs instead of RDI? I suggested making declarative statements as a communication goal for Allie...it was ignored. I was thinking simple declaratives like: My favorite color is _________. Or I like ______________.

I always wondered where our school gets their goals, wonder if they use this type of thing?
Yes, i think so. Allie's teacher told me (when i requested she meet with RDI consultant, that She got Allie's straight out of the ABA book, after she assessed her using the ABA assessment (ABLL-can't remember what that stands for.).

And, no, I'm not trying to give you a stroke! I know there are things there that I'll totally bypass...but so much stuff, using the proper language, that I can tweek and put to use.

[milivica]

Hee hee, glad you liked that.

Is there anything in ABA that suggests using declarative language? Especially considering that's how the entire nt world in every culture communicates.

[peglem]

Hee hee, glad you liked that.

Is there anything in ABA that suggests using declarative language? Especially considering that's how the entire nt world in every culture communicates.

I have no idea. Actually, last year she had a goal to "copy" sentences using a computer keyboard. The goal was actually for her to become better at typing on a keyboard because her fine motor sucks so badly...But, the plan was for her to select from a collection of statements, which she would work on copying that day...I should go back and check that one. But, we had to fight for that. They wanted her to type her name and address all year.

[peglem]

Okay, here it is:With verbal cues, Allison will copy a simple declarative statement (ex. I like...) with a model using the computer keyboard with 100% accuracy, 5/5 days

It was placed under motor skills for some reason (I can't remember why). It was marked as "satisfactory progress" all 3 quarters so far this year. The thing is...this is another one of those areas where the activity is very flexible- you can always change the selection of declaratives she has to choose from- to increase complexity and tie into the themes they are working on in science/social studies. So, I think I'd call this one a keeper.

[milivica]

I have no idea. Actually, last year she had a goal to "copy" sentences using a computer keyboard. The goal was actually for her to become better at typing on a keyboard because her fine motor sucks so badly...

There was a device my friend's son used, he was not able to speak (complication from trache's), and he did not have to type, and would not have been able to spell at the time. There were pictures that = words, a bit like computerized PECs. But when you push the button it speaks too. Also, you can preprogram lots of sentences into it. Even if her communication is to say what she wants and nothing conversational or reciprocal, it should still be enjoyable for her or at least not exhausting like typing with poor fine motor skills. Maybe that could be something to look into for her IEP?

From the old IEP goal you typed, I wouldn't call that declarative (not in RDI language). Or maybe I'm understanding you wrong. Declaratives are 'hints'...if your kid comes in and throws his coat on the floor instead of hanging it you'd say:
(instructional) pick up your coat and hang it up
(declarative) did you forget something?
So I guess I don't get how declaratives could be chosen from a list.

One idea I had though, and ask your consultant, what about her learning to be interested in what others like? Choosing from a list of questions...during snack, if for instance Allie gets to choose from 2 snacks, she could then ask a teacher which snack she wants...either with the typing thing she has or preferably with gesture. I'd think gesture would make it less of a chore for her anyhow. I dunno, we're on stage 3 and I'm first now starting with Vince to regularly get him to ask what others like, want, feel....and not cause he knows he should but cause he really wants to know. Carmen is a whiz at that. I'm still way too self focused in this area! Really embarrassing at my age...I mean it's not like I'm have an excuse like being a husband, baawawawawa.

[peglem]

There was a device my friend's son used, he was not able to speak (complication from trache's), and he did not have to type, and would not have been able to spell at the time. There were pictures that = words, a bit like computerized PECs. But when you push the button it speaks too. Also, you can preprogram lots of sentences into it. Even if her communication is to say what she wants and nothing conversational or reciprocal, it should still be enjoyable for her or at least not exhausting like typing with poor fine motor skills. Maybe that could be something to look into for her IEP?
That's what her aug comm does, when its not broken. We want Allie to learn to use a keyboard, because it will be years before she can write by hand (if ever). She's pretty good at it actually.

From the old IEP goal you typed, I wouldn't call that declarative (not in RDI language). Or maybe I'm understanding you wrong. Declaratives are 'hints'...if your kid comes in and throws his coat on the floor instead of hanging it you'd say:
(instructional) pick up your coat and hang it up
(declarative) did you forget something?
In English grammar a declarative is just a statement that tells something. So, technically, "did you forget something?" is a question, not a declarative. And "pick up your coat and hang it up." Would be an imperative. (We called them command sentences when I was growing up) But, I get what you mean. I want Allie to get the idea of telling something (sharing a piece of info) instead of just focusing on getting wants and needs met. I understand in RDI, its a way of urging a decision to act based on the information, instead of just telling someone to do something, but that would be a goal for the teacher, not Allie. I could try a "responds to declarative statements" goal for Allie, but I don't think the teacher would get that w/o training.

One idea I had though, and ask your consultant, what about her learning to be interested in what others like? Choosing from a list of questions...during snack, if for instance Allie gets to choose from 2 snacks, she could then ask a teacher which snack she wants...either with the typing thing she has or preferably with gesture. I'd think gesture would make it less of a chore for her anyhow. I dunno, we're on stage 3 and I'm first now starting with Vince to regularly get him to ask what others like, want, feel....and not cause he knows he should but cause he really wants to know. Carmen is a whiz at that. I'm still way too self focused in this area! Really embarrassing at my age...I mean it's not like I'm have an excuse like being a husband, baawawawawa.
Funny!
I'll have to think on this one...snack would lend itself well to this, but, Allie is really not eating well at school, I'm not even sure she has a choice at snack time (or if there is a snack time). I know they periodically offer Allie snacks (pretzels, usually because she will eat those), because she won't eat breakfast or lunch, but I'm not sure if its a whole class thing or not. But there must be times where there are choices to be made. I wonder if Allie is ready for this? (she's really more like a husband!:)

[roadracer]

There was a device my friend's son used, he was not able to speak (complication from trache's), and he did not have to type, and would not have been able to spell at the time. There were pictures that = words, a bit like computerized PECs. But when you push the button it speaks too. Also, you can preprogram lots of sentences into it. Even if her communication is to say what she wants and nothing conversational or reciprocal, it should still be enjoyable for her or at least not exhausting like typing with poor fine motor skills. Maybe that could be something to look into for her IEP?

I use one of those things where you hit the pictures that equal words... and I use it to post these messages to this board. Didn't read any of the posts where I described that in detail to aspigander and others here? Also called a communication device, speech device, AAC. It is one of my goals to get EVERYONE of this site to know what a comm device is and how much it helps some auties/aspies, as it give them a voice, or ways to communicate.

Pegs, it would be great if you could get some type of screen guard, straps, etc. so it does not keep getting broke. Like a neck strap so she does not drop it, or throw it, and a screen guard or maybe a key guard so she doesn't break the screen from head banging on it. I am thinking they make simple solutions for all those problems, well actually I know they do. I have seen 1/4 inch screen guards made with holes cut out to hit the symbols, but small enough to protect the screen.
I think the comm device, if she has it for any amount of time, is going to help her faster then anything else you could do, I think that would be my #1 priority, as it seems like the best method you have avalible for communication. I am sure communication with the device will help with the RDI so much also.

Also wanted to ask, why is learning to use the keyboard important? You have to use the best methods you have, the comm device, and also work on the keyboard as another thing to learn, but since she already knows some of the comm device I would focus on that.

[milivica]

I understand in RDI, its a way of urging a decision to act based on the information, instead of just telling someone to do something, but that would be a goal for the teacher, not Allie. I could try a "responds to declarative statements" goal for Allie, but I don't think the teacher would get that w/o training.
Yeah, and that is exactly the problem, the teacher 'getting' it. Not Allie. That has got to be the toughest part of getting RDI into the schools. Usually, they think they're already doing RDI, at least that was my past experience.

Glad you got what I meant with the declarative example even though it was a question...and yes, imperative, I mean to say that but always end up saying instructional. Same example with the dropped coat would be:
(declarative) I really like my new rug
(imperative) Pick up your coat and hand it where it belongs.

Declaratives should be worked on with referencing I would think since referencing is how you get what the declarative really means.

[peglem]

or, a little bigger Declarative hint: Gee, I hope nobody trips over this coat!

[Aspigander]

They wanted her to type her name and address all year.

You're kidding, right?

So they wanted her to type her name and address, master it, and...keep typing it? As opposed to move onto something else to master? No wonder she keeps having meltdowns! How boring!

Please tell me I am not reading you correctly.

[peglem]

This was last year. They kept insisting that it was a safety issue, in case of emergency. I kept thinking, what is the likelihood of her being in an emergency where she is separated from caregivers and her comm device (which has the info in it- though they sure showed me the likelihood of her not having her comm device!) AND somebody would think to send her to the computer keyboard to find out that information. What is the likelihood that she will need to communicate with others in her life, using a keyboard? I also reasoned, if it was a "fine motor" task- what difference does it make what she types? They argued that she wasn't capable of doing it...I brought an example that she had done at home. The OT wasn't at the IEP meeting, so it was changed. But, why all the stupid fighting over something so ridiculous?

[Aspigander]

But, why all the stupid fighting over something so ridiculous?

Evidently, because it is hard to get anything through the thick skulls of Dataman and Analgirl. At least that's kind of what I'm gathering threading these Allie/school/IEP threads.

[Kristen (ColeysMom)]

You know something Pegs...I think Allie is pi$$ed off at these idiots for treating her like a fricken rock!

I think she needs/wants some respect and a challenge. Everyone else get's to learn in a progressive way...she's not blind! she has autism, what is wrong with these people!

[Nikabee]

Amen Kristin! :) I'm always telling people, "Ya know, he's autistic... not stupid! Stop treating him like he is." Just because someone can't share with you what they're thinking, doesn't mean that they don't do it. DER!

btw~ I love that link to the goal bank. I'm digging through it tonight. Kaelen's IEP is this week too. Geez, I hate this time of year! lol