The ARD Meeting

Today we had Sam's ARD meeting.  I have to say it went SO much better than expected.  I came in with three typed pages of revisions to Sam's IEP , with a stapled copy for each person in attendance which included a picture at the very front of our sweet boy.  I had my tape recorder ready and Carley from BWF with us for back-up.  I haven't been this prepared since I gave birth, ha!  Now I know why God made me so anal-retentive about things for all of these years.  For Sam.

Everyone there was very receptive, respectful and kind.   They could not promise that the only teaching method used would be applied behavior analysis with discrete trial training (which was the first thing I requested), but they did give us a list of all of the methodologies that they did use..which happened to all be ABA methods...hmm?  I won't go over each revision that I requested,  but I have attached a copy so that you can get a general idea of what I did.   I am not going to post Sam's assessment from his school or his ARD paperwork from the school but if you have any specific questions about that, e-mail me and I would be happy to share and to help you in any way that I can. 

We reached the end of Sam's ARD meeting with the decision that all of the goals discussed would be on the table still starting next fall and that additional revisions ( pending a new assessment at the start of the next school year) would be added to his final IEP prior to us signing.   In my previous post I discussed how we did not feel that the school had been teaching Sam properly.   This being so,  we decided to pull him out of the PPCD program for the last month of the school year and start him in a smaller class with a new teacher in the fall so that Sam would have more one to one time.  Also, after some major consideration between my husband and I and discussion with Tracy & Carley at BWF, we decided that Sam was not ready for group instruction.  We also increased Sam's days at BWF from 3 days per week to 5 days per week. 

 If you are approaching the ARD process with your child I hope that my information can in some way help you. First and foremost know that you are an equal part of the ARD meeting for your child.   You DO NOT have to sign your child's  IEP if you do not agree with it or understand it.  The school does not have to say yes to what you are asking for, but you have the right to ask and to be heard.  Get a book or two on the ARD/IEP process, I would suggest
(Wrightslaw: All About IEPs ISBN: 978-1-892320-20-9) by Pete Wright, Pam Wright, and Sue O'Connor ), read about the ARD process on this website: http://wrightslaw.com/ , read the IDEA, in fact study it.  Scour over each page of information that you receive from your child's school pertaining to their ARD meeting.  Show-up with a smile on your face and politely wage war with the school if you need to.  Don't go in the meeting with hostility, your child may have an amazing and receptive school staff, but get that artillery ready if you need it.   It is your job as your child's parent to fight for them.  I know that it shouldn't be so HARD for parents of children with autism...but it is.  As my Mom would say, we've just got to "suck it-up!" ha!  You will feel overwhelmed but one look at your child will make it all worth while.  Good luck.


My revisions:

IEP Revisions, Additional Goals & comments For Sam

1. All Teaching & Instruction for Sam by his Teacher/Aides/Therapists use Applied Behavior Analysis with Discrete Trial Training Methodology.  In which his  Teacher/Aides/Therapists should be trained by a BCBA that practices ABA with DTT. 

2. A 1:1 Aide be provided to Sam for any event outside of the classroom.
 
3. A Minimum of 80% Mastery on all of Sam’s 36-wk goals except goal #7, which should be 100%.

4. Add Matching goals, Sorting goals and Imitation goals

5. Toilet Training goal, using backward chaining method:
 Suggestion: use picture schedule in bathroom for each step for Sam using digital photos of each step as he responds better to photos of “real” things

example:
1. go to bathroom, 2. pull down pants, 3. sit on the potty,
use the potty 5. wipe, 6. stand up, 7.pull up pants 8. flush toilet (wash hands may be added as a separate program)
Full physical prompt through all steps, working backwards to first master “step 8, flush toilet”  once each step is mastered at a minimum of 80%, prompting should fade from full physical prompt to partial physical prompt then to independence.
Short Term:
take Sam to the toilet every 30 to 40 minutes using backward chaining, provide book/toy while on toilet
-suggestions for specific short term goals for toileting?
                                                                                                                                                                                                          6. Specifically add PECS to goal #9. Goal #1 No verbal prompting.
short term: Full physical prompt with 5 or less prompts, moved to partial physical prompt while using picture schedule
36 week goal, independence, min. 80% mastery.

7. Goal #2 Change visual regard to eye contact goal. Suggestion: state: “Sam”, upon hearing his name Sam should respond by looking up into the teacher’s eyes. 
Short term suggestion:
1.) 1-3 seconds with a distractor
2.) 3-5 seconds with a distractor
3.) 5-7 seconds with a distractor
4.) 7-10 seconds with a distractor
Offer verbal praise and tangible reinforcer (parent provided food or highly preferred book or toy)
error correction: hold reinforcer to Sam’s eye level and teacher can fade reinforcer behind their head and sustain eye contact.

8. All speech and occupational therapy services should be provided to Sam 1:1, using direct instruction only from his SLP and OT. at a minimum of 30 min. 1X per week. (1080 min. over 36- weeks for speech therapy and 1080 min. over 36 weeks for Occupational therapy)

9. Add extended year services.  It is recommended by Sam’s developmental pediatrician that he receive extended year services and we have seen a regression in skills if his programs are stopped for any duration at his current therapy.





10. Goal #3 Master a min. of 80%
 short term:
1.) scribble with crayon, remove “when a crayon is placed in his hand” Sam can independently pick-up a crayon and scribble, so placing it in his hand would be a step backwards for him. 
scribbling for 5 or more seconds is a great goal, perhaps add scribbling on a coloring book picture. 
add 2.) cutting with scissors, 3.) gluing

11. (side note)That we be notified via phone immediately of any tantrums, attempts to bite, excessive crying or any disruptive behaviors. Sam only exhibits these behaviors when he is extremely distressed  (as in his previous speech & OT therapies with ECI ----
and ---- Carrollton because aba with dtt was not being used and Sam was not understanding.) Once we, as Sam’s parents, are made aware of a situation we can offer solutions and work as a team with Sam’s teacher/aides/therapists and be welcomed to observe as well in an effort to help Sam.

12. Goal #4
Must be 5 out of 5 days.  allowing Sam 2 days of “non-functional” play will only set him back tremendously and cause regression at school. Toys should always be age appropriate.
short term:
1.) shape sorter
2.) String beads
3.) Mr. Potato head
Change toy every 9 wks, or once toy has been mastered at a minimum of 80%

13. Goal #5
Please list specific tasks in Sam’s IEP
at a mastery min. of 80%


14. No verbal prompting- 36 wk goal: Independent with no prompt, only use visual schedule or PECS. 
-change to physical prompting using picture schedule for each step, Mrs. -----suggested using digital photos of Sam doing each step . Short term: 5 or less physical prompts, Full physical prompts faded to partial physical prompt

15. Goal #7 36 wk goal: Independent at 100% mastery with no prompts
  Short term: Full physical prompt faded to partial physical prompt

16. (side note included) define appropriate responses.
short term:
1.) not really a functional life skill for Sam, perhaps change this to specifically incorporate a school activity, Mrs. --- suggested when having Sam respond to a bell when it is time to go back inside the classroom.  I think that this would also be helpful to have Sam understand that playground time is over and to not get upset when he needs to leave or at least to provide the understanding for him
as this is mastered at 80%, a different task should be chosen for this.
2.) responding to his name should use the eye contact program aforementioned.
3.) List specific routines that Sam will work on in IEP
4.) remove, this only gives Sam a 50/50 chance of choosing
5.) great only use 3 objects or more,  never just 2.