NOTE: Copies of the IEP/ARD Documents may be downloaded for personal,educational,or medical use without seeking permission. For use in seminars or papers, please cite Nancy Dalrymple, PhD and Lisa Ruble, PhD as the authors. Any use in printed publications or by other organizations requires written permission from the authors. Please contact
Nancy Dalrymple, PhD or, Lisa Ruble, PhD
DATE___________________
GRADE__________________
Communicating to the Student
Be concrete and specific____
Avoid using
vague terms like later, maybe, "why did you do that?"____
Slow down the
pace____
If necessary for understanding, break tasks down into smaller
steps____
Use gestures, modeling, and demonstrations with
verbalization____
Provide accurate, prior information about
change____
Provide accurate, prior information about
expectations____
Specifically engage attention visually, verbally, or
physically____
Avoid idioms, double meanings, and sarcasm____
Encouraging Communication with the
Student
Pause, listen, and wait____
Watch and listen
to attempts to respond____
Respond positively to attempts____
Model
correct format without correction____
Encourage input and choice when
possible____
Social Supports
Protect the child from bullying and
teasing____ turn-taking____complimenting____negotiating____responding____inviting____waiting____ Shared interests using interests and strengths____
Praise classmates when they treat _________with
compassion____
Create cooperative learning situations where _______can share
his/her proficiencies____
Establish a "buddy system" in each
class____
Build in time to watch, encourage watching and physical
proximity____
Practice on specific skills through natural activities with one
peer____
Practice on specific skills through natural activities with a few
peers____
Structured activities with set interaction patterns and
roles____
Focus on social process rather than end product____
Specific
teaching, rehearsal, practicing, and modeling in natural settings of the
following skills:
greeting____repairing
breakdowns____joining others____accepting answers of others____
accepting
success of others____taking the lead____following ideas of others____
joking
and teasing____
Teacher or school
personnel advocate who will problem-solve and facilitate____
Individualize
social stories giving specific situations emphasizing descriptions and
perspectives____
Concentrate on changing unacceptable behaviors and ignore
those that are simply "odd"____
Provide a predictable and safe
environment____
Minimize transitions____
Offer consistent daily
routine____
Avoid surprises, prepare__________________thoroughly and in
advance for special activities, altered schedules, or other changes, regardless
of how minimal____
Talk________________through stressful situations or remove
him/her from the stressful situation____
Provide personal space in resource
or other room for relaxation____
Reduce distractions and sensory
overloads____ noise____vision____smell____
Allow modifications as needed to
deal with sensitivity to touch issues, such as immersing hand in gooey
liquid____
Presentation of
Material
Presented
visually____
written____demonstration____pictured and
written____pictured____objects____
calendars/maps/charts/diagrams____computers____video____
Use
established routines____
Consistent use of expectations____
Peer
tutoring____
Divide instruction into small, sequential steps____
Provide
repeated opportunities to practice____
Provide needed prompts and
cues____
Assessment and
Assignments
Modify difficulty____
Shorten____
Alter
activity____
Highlight text____
Provide choice of activity____
Learn
format ahead of time through rehearsal____
Modify questions
format____
Allow extra time____
Apply learning to real situations____
Provide visual cues as a way of teaching how to summarize/write____
Self
Management/Behavior
Teach use of timer or other visual
cues____
Individualized contract____
Provide reinforcement that is
individualized____immediate____concrete____other____
Incorporate strengths
and interests into daily plan____
Encourage choices and decision making where
appropriate____
Analyze the purpose of behavior from student
perspective____
Translate purpose into skills to be taught____
Avoid
pressure to "be good" or other abstract expectations____
Avoid punitive
measures that lower self esteem, increase anxiety, and are not
understood:____
taking away set routines, free time, exercise____sending
home____lecturing or yelling at____
Avoid disciplinary actions for
behaviors that are part of the disorder, i.e.:____
avoidance of eye
contact____
talking to self____
slow response time____
lack of
"respect" for others____
repeating words or phrases____
upset in crowds or
with noise____
anxious____
perseverating on topic of interest____
upset
by change____
Homework
Individualized____
Shortened____
No more
than one hour per evening____
More time____
More help____
Staying on Task
Break assignments down into small
units____
Provide frequent teacher feedback and redirection____
Provide
time in resource or special education room for completion of homework and
classwork____
Sit_________next to buddy so buddy can remind_________to return
to task or listen to lesson____
If necessary, lessen homework
expectations____
Back to Sample IEP Letter
Document 1 Behaviors That May Be Challenges For an Autistic Spectrum Student
Document 3 IEP Goals