Sources for assessment
in writing an IEP and ABA curriculum guide:
**by Far the best way to write an IEP
is to have an assessment done on the child.
Why so many people try to write goals for a child without
fully testing or updating their assessments is a waste of time. The child may already
know much of what you are suggesting or the child may not even be remotely
ready to work on the goals. 2-4 below are good assessment tools to use. Number 5 has sample IEPS and even a sample
of a badly written IEP. What you find below is for children basically under the
age of ten or for children who are in elementary school. If the child is older, then it requires
different skills and expectations. I
would not expect a 14 year old child with autism to learn how to ask a play
mate to share a to but maybe he can learn to ask for ketchup. You may also look towards more “life skills”
for an older child. However, any child
in elementary school and preschool, ought to learn some of the goals below.
A good IEP should contain goals in the area of cognitive
development, social development, behavioral, and Language.
6. Behavioral Intervention for Young Children with Autism edited
by C. Maurice, G. Green, S. Luce. A "how-to" manual on ABA, including
research, curriculum, teaching methods, and legal information.
11. http://members.tripod.com/autism4dads/iep_goals.htm take the
suggestions and break them down into individual goals (ie, understands body
language can be broken down, etc)
Other
“sample” guidelines to use:
(you
can see how our IEP differed from the below suggestions. This shows that we
tailored our IEP to our child. I also
am not thrilled with the eye contact drills- while “improve eye contact” is a
good goal, I would go about teaching eye contact in a different way if your
child is like Lukas. School readiness is often “social skills” as well. It is more along the lines of “functional
social skills” versus “relational social skills”.
Basic Curriculum Guide
attending Skills
- Sits in a chair independently
- Makes eye contact in response to name
- Makes eye contact when given the instruction "Look at me" (I AM NOT SO THRILLED WITH THIS)
- Responds to the direction "Hands down" / or “sit
nice”
Imitation Skills
- Imitates gross motor movements
- Imitates actions with objects
- Imitates fine motor movements
- Imitates oral motor movements
Receptive Language Skills
- Follows one-step intructions
- Identifies body parts
- Identifies objects
- Identifies pictures
- Identifies familiar people
- Follows verb instructions
- Identifies verbs in pictures
- Identifies objects in the environment
- Points to pictures in a book
- Identifies objects by function
- Identifies possession
- Identifies environmental sounds
Expressive Language Skills
- Points to desired items in response to "What do you
want?"
- Points to desired items spontaneously
- Imitates sounds and words
- Labels objects
- Labels pictures
- Verbally requests desired items
- States or gestures yes and no for preferred and nonpreferred items
- Labels familiar people
- Makes a choice
- Reciprocates greetings
- Answers social questions
- Labels verbs in pictures, others, and self
- Labels objects by function
- Labels possession
Pre-academic Skills
- Matches
- Identical objects
- Identical pictures
- Objects to pictures
- Pictures to objects
- Colors, shapes, letters, numbers
- Nonidentical objects
- Objects by association
- Completes simple activities independently
- Identifies colors
- Identifies shapes
- Identifies letters
- Identifies numbers
- Counts by rote to 10
- Counts objects
Self-help Skills
- Drinks from a cup
- Uses fork and spoon when eating
- Removes shoes
- Removes socks
- Removes pants
- Removes shirt
- Is toilet-trained for urination
Intermediate Curriculum Guide
Attending Skills
- Sustains eye contact for 5 seconds in response to name (HMM… How about in response to any
social interaction versus name?)
- Makes eye contact in response to name while playing
- Makes eye contact in response to name from a distance
- Asks "What?" when name is called
Imitation Skills
- Imitates gross motor movements from a standing position
- Imitates sequenced gross motor movements
- Imitates sequenced gross motor movements
- Imitates actions paired with sounds
- Imitates block patterns
- Copies simple drawings
Receptive Language Skills
- Identifies rooms
- Identifies emotions
- Identifies places
- Follows two-step instructions
- Gives two objects
- Retrieves objects out of view
- Identifies attributes
- Identifies community helpers
- Pretends
- Identifies categories
- Identifies pronouns
- Follows directions with prepositions
- Identifies an object in view when it is described
- Places sequence cards in order
- Identifies gender
- Identifies item that is missing
- Answers wh-questions about objects and pictures
- Answers yes/no in response to questions about objects and actions
- Names an object by touch
Expressive Language Skills
- Imitates two- and three-word phrases
- Requests desired items in a sentence in response to "What do
you want?"
- Requests desired items spontaneously in a sentence
- Calls parent from a distance
- Labels object based on function
- Labels function of objects
- Labels and points to body part according to function
- Labels function of body parts
- Labels places
- Labels emotions
- Labels categories
- Uses simple sentences
- It's a ...
- I see a...
- I have a...
- Reciprocates information
- I have...
- I see...
- Social Information
- States "I don't know" when asked to label unknown objects
- Asks wh-questions: "What's that?" and "Where
is..."
- Labels prepositions
- Labels pronouns
- Answers general knowledge questions
- Labels gender
- Describes pictures in a sentence
- Describes objects in view using attributes
- Recalls immediate past experience
- Answers "Where...?" questions
- Names what belongs in rooms
- Labels function of rooms
- Labels function of community helpers
- Answers "When...?" questions
- Describes sequence of pictures
- Delivers a message
- Role play with puppets
- Offers assistance
Pre-academic Skills
- Matches items from the same category
- Gives specified quantity of items
- Matches number to quantity
- Matches uppercase to lowercase letters
- Matches identical words
- Identifies more and less
- Sequences numbers/letters
- Completes simple worksheets
- Copies letters and numbers
- Identifies written name
- Draws simple pictures
- Writes name
- Pastes/glues
- Cuts with scissors
- Colors within a boundry
Self-help Skills
- Puts on pants
- Puts on shirt
- Puts on coat
- Puts on shoes
- Puts on socks
- Washes hands
- Is toilet-trained for
bowel movements
- Self-initiates for
bathroom
- Pours liquids from
container into cup/glass
- Uses napkin to clean
hands and face
- Cleans up after eating
- Dries hands
- Puts on pullover shirt
- Puts on boots
- Unbuttons/buttons front
opening shirt
- Unzips, zips front
opening coat
Advanced Curriculum Guide
Attending Skills
- Makes eye contact during conversation
- Makes eye contact during group instruction
Imitation Skills
- Imitates complex sequences
- Imitates peer play
- Imitates verbal responses of peers
Receptive Language Skills
- Follows three-step instructions
- Follows complex intructions from a distance
- Names a person, place, or thing when it is described
- Names an object when only part is visible
- Identifies items that are the same
- Identifies items that are different
- Identifies what does not belong based on attribute or category
- Identifies plural vs. singular
- Answers wh-questions about a short story
- Answers wh-questions about a topic
- Follows the instructions "Ask..." versus
"Tell..."
- Finds hidden object given location clues
- Discriminates when to ask a question and when to reciprocate
information
Expressive Language Skills
- States "I don't know" to unfamiliar questions
- Labels a category to which an item belongs
- Names items in a category
- Retells a story
- Describes objects not in view with attributes
- Recalls past events
- Describes topics
- Tells own story
- Expresses confusion and asks for clarification
- Labels advanced possessive pronouns
- Uses correct verb tense
- Asks a question and retells information
- Listens to a conversation and answers questions about the
conversation
- Asserts knowledge
- Answers advanced general knowledge questions
- Describes how to do something
- Describes similarities and differences between objects
- Answers "Which...?" questions
- Asks wh-questions when provided with vague information
Abstract Language
- Answers "Why...?" questions
- Answers "If...?" questions
- Makes logical completions to sentences
- Describes irregularities in pictures
- Answers yes/no (factual information)
- Predicts outcomes
- Takes another's perspective
- Provides explanations
- Excludes an item based on attribute and category
- Identifies main topic in story and conversation
Academic Skills
- Defines people, places, and things
- Completes a pattern
- Matches written words to objects/objects to written words
- Reads common words
- Names letter sounds
- Names a word beginning with letter sound
- Names initial, medial, and final consonants
- Spells simple words
- States word meaning
- Identifies simple synonyms
- Identifies temporal relationships
- Identifies ordinal numbers
- Identifies rhyming words
- Writes simple words from memory
- Adds single-digit numbers
Social Skills
- Imitates actions of peer
- Follows directions from a peer
- Answers questions from a peer
- Responds to peer play-initiation statements
- Plays board game with peer
- Initiates play statements to peer
- Reciprocates information to peer
- Comments to peer during play
- Asks peer for assistance
- Offers assistance to peer
School Readiness
- Waits turn
- Demonstrates new responses through observation
- Follows instructions in a group
- Reciprocates social information in a group
- Sings nursery rhymes in a group
- Answers when called on
- Raises hand to answer question
- Listens to a story and answers questions about the story
- Shows and tells
Self-help
Skills
- Table Manners &
related Skills
a. spoon/fork
b. Drinks
from a cup
c. Pours
d. Drinks
from a straw
e. Cuts
/speads butter with a knife.
f.
Uses a napkin
- Dressing
a. Clothes
on (all items within this such as pants, shirt, underwear, socks)
b. Clothes
off (again, all items within this such as pants shirt, underwear , shoes,
socks)
c. Snaps
d. Buttons
e. Zippers
f.
Tie shoes (and don’t worry about a three year old doing
this! A kindergartener YES)
g. Can
do “go get dressed” and chain all the skills together without prompt (get
shoes, socks, pants, shirt,etc)
- Toileting
- Hygiene
a. washes
hands
b. washes
face
c. brushes
teeth
d. brushes
hair
e. independently
bathes
f.
blows nose
- Puts school
bags/coats away
- can make simple
things in the kitchen (a bowl of cereal, a glass of milk)
- sets table
(obviously not for two year olds!)
- clears table (to an appropriate
degree, perhaps they take their plate to the sink after meals or they put
them in the dishwasher-)
- feed pets ( a 3
& 4 year old can do this)