Behavioral Directions LLC was pleased to recently present the first topic of their Maximizing Success seminar series titled Maximizing Success:  Outcome-based IEP Goals. 

We send a special thanks to the Organization for Autism Research (OAR) for co-sponsoring this event!

The information was well received by those who attended!   Here is a summary of what was shared for those who could not join us. 

What is an I.E.P.?  An Individualized Education Program (I.E.P.) is a written contract between the school district and the parent outlining the child's needs and how they will be met.  The I.E.P. specifies what the child needs to access the general education.

What are the components of an I.E.P.?   

1. Present Levels of Performance (PLOP) 

2. Goals                         

3. Supplementary Aids and Services (including the use of positive behavioral strategies to address problem behavior)  

4. Participation in State/District-wide Assessments 

5. Extent to which the student will participate in the general education setting (e.g., least restrictive environment) 

6. Projected date for the start of primary and related services (including frequency, location and duration)

What are the characteristics of measurable goals/objectives and essential tools for the process?  The SMART IEP format can help.  According to Peter Wright, Esq., SMART I.E.P. goals/objectives are:

Specific  - clear description,

Measurable - you can count/observe it,

Action-based - direction /area of need/ level of attainment,

Realistic and Relevant - unique needs R/T disability,

Time-limited - expectation within time frame.    

Authors are encouraged to list specifics like antecedents (e.g., when given a written assignment), environmental factors (when interacting with the PE teacher), and other setting events (during lunch) to make them more measurable.    It is also important to describe the components of the effective methodology used to teach the skill,  identify a measurement procedure to assess progress, require a baseline or other comparison measure of each skill (for both skill acquisition and behavior reduction goals), and require replication of results across teaching staff and settings to ensure skills generalize.

How to understand the relationship between the goal/objective as worded, the performance criteria, and the outcome measurement.  Many goals can be measured using sample data collection versus teacher report/checklist that is less objective and concrete.  Mastery of individual goals should be measured ACROSS TIME (e.g., 4 out of 5 consecutive opportunities or across 2 weeks) to ensure that the skill maintains and mastery criterion should be based on the skill (e.g., safety skills, self-help = 100% accuracy).  Focus on matching the criteria to a meaningful outcome!

Stay tuned for the upcoming fall 2011 seminar:

Maximizing Success:  Using Task Sequences to Promote Independence across Settings