Determining Emotional, Behavioral, & Social Skills Needs and SDIs. For Students with IEPs at Elanco

Transcription

1 Determining Emotional, Behavioral, & Social Skills Needs and SDIs For Students with IEPs at Elanco

2 Objectives 1. Discuss the process for identifying needs and intervening 2. Distinguish between different types of needs 3. IEP Goals - Instructional VS Generalization 4. Achieving goals and dismissing supports

3 4-Step Process (Handout) 1. Collect baseline data relevant to suspected area of concern 2. IEP team meeting 3. IEP team determines the specific area of concern and develops intervention plan, which may include SDIs and/or goals on IEP 4. Intervention, data collection, and review; adjust if necessary

4 Distinguishing Between Needs 1. Behavior performance inconsistency a. Student is able to perform the desired behavior but does so inconsistently - externalizers 2. Emotion regulation difficulty a. Inability to regulate emotions is affecting educational progress - internalizers 3. Social skill deficit a. Student lacks skills that need to be taught and practiced in a controlled environment 4. Learning strategies/academic behavior needs a. Organization, homework completion, etc.

5 Types of Needs - Examples Referring to the previous slide, which # applies to the following situations? Jordan doesn t turn in assignments that are supposed to be completed outside of class Carly cries easily in class, refuses to complete work, and puts her head down Jonah frequently asks to use the restroom, get a drink of water, and/or see the school counselor, but not during art class or physical education Christine is frequently disrespectful toward adults (rolls her eyes when redirected, mumbles comments during instruction)

6 Examples Continued Jarrod s binder is full of crumpled papers and he rarely turns in assignments on time Caroline frequently becomes angry when teachers prompt her to attend to instruction (clenched fists, red face, raises volume of her voice) Jeremy is unable to join conversations with peers, sits alone at lunch, and students tend to avoid initiating conversations with him Carmina frequently calls out of turn, disrupting the class in language arts, science, and math

7 IEP Goals Instructional? Or Generalization? Instructional goals are focused on producing evidence that the student has learned a new skill or behavior in a controlled setting and are achieved through. Generalization goals attempt to produce evidence that the student is performing a specific behavior/skill in the natural setting and are achieved through.

8 IEP Goals - Academic Example Student will read 150 words per minute. Corresponding SDIs: Student will independently complete reading assignments. OR Student will read aloud during whole group instruction twice per day. Corresponding SDIs:

9 IEP Goals/Objectives - Examples Instructional: Student will list, explain, and demonstrate in a contrived setting the 5 steps for taking turns in a conversation for 3 consecutive weeks during social skills instruction. Following a natural setting situation in which student engaged in problem behavior (yelling at teacher, loud crying, pounding on desk), student will verbally list and explain the 4 problem solving steps that could have been used, select a coping skill, and describe what would have happened if the coping skill had been used in 5 out of 5 consecutive opportunities.

10 IEP Goals/Objectives - Examples Generalization: Given a natural setting opportunity, student will maintain a conversation with a peer for a minimum of 5 minutes by appropriately taking turns in 4 of 5 consecutive opportunities. Student will remain in class 95% of the school day for 4 consecutive weeks by using appropriate coping strategies and avoiding problem behavior.

11 Achieving Goals If social skills instruction is listed as an SDI or psychological services as a related service, there must be a goal or goals included in the IEP that describe goal attainment level and criteria. Goals must be written for one year (length of IEP), but if the goal is attained in less than one year, either adjust the criteria or remove the goal (through revision).

12 Achieving Goals Achievement of a goal must be clearly evident in relevant progress monitoring data. The person that is providing the SDI or Related Service is responsible for collecting that data and providing evidence of growth, unless the IEP team decides otherwise.

13 Dismissing Services Once there is sufficient evidence (data) that the goals tied to an SDI or Related Service have been met, the student needs to be dismissed from the service through a revision. Students should NOT have social skills instruction on their IEPs year after year. There are a limited number of social skills that can be taught! After these skills have clearly been learned, generalization is addressed through a behavior plan using reinforcement.

14 The Big Picture 1. Introduction of social skills instruction, group or individual counseling, or a behavior plan must come from an IEP team decision with all applicable parties at the table. 2. Determining what the need areas are is a crucial step in identifying the correct intervention. 3. Only instructional goals can be addressed through social skills instruction or counseling; generalization occurs through reinforcement. 4. Effective social skills instruction and counseling is temporary.

15 Questions? Links to this presentation and the handout will be available at: Presentations