Challenges, IEPs, and Routines

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Challenges, IEPs, and Routines
The Next ‘STEP’
based on a Power Point by Dr. Dixie Mercer
STEP BY STEP
Step 1: Preview Observation
Step 2: Collection and Interpretation of Information
Step 3: Observation
Step 4: Foundation Interviews
Step 5: Determination of Planning Category
Step 6: Assessment
Step 7: Determination of Strengths and Challenges
Step 8: Development of Goals by a Transdisciplinary Team
Step 9: Goals and Activities Input from Family
Step 10: Development of Activity Based Routine
Determination of
Strengths and Challenges
Step 7:

Ideally done as a group.

Specialists identify areas of particular
strength and concern.

Parents and teachers verify the existence
of both.
Step 8: Development
of Goals
Each PROFESSIONAL on
the evaluation team
develops one or two
objectives to bring to
‘the table’.
Goals for Dixie p.1
TVI
PT
Increase number of
fixations.
Strengthen her left
knee.
Increase frequency of
environmental scanning.
Increase upper body
strength.
Improve hand/eye
coordination.
Improve balance and
flexibility.
Goals for Dixie p.2
COMS
APE
Improve orienteering
skills.
Increase level of outside
recreation.
Improve ability to travel
without a route.
Decrease number of
sedentary hobbies and
activities pursued.
PT/APE
Dixie will:
 Improve
in balance and flexibility as
she participates in outside
recreational activites.
 Increase
strength in her left knee
and upper body as she pursues
hobbies and activities that require
physical activity.
TVI/COMS
Dixie will:
 Increase
frequency of
environmental scanning as she
travels from her desk to the
computer lab without a route.
To go from
CHALLENGES 
IEP GOALS/OBJECTIVES 
ACTIVITY BASED ROUTINES
1. Look at all the environments in which the
activities take place.
2. List the activities that take place in this
environment.
3. List the steps in one Activity, to create an
ACTIVITY BASED ROUTINE.
4. Go back through the steps of the
ACTIVITIY BASED ROUTINE and ask:
Does the routine include as many IEP
objectives as possible?
Is there any way we could include steps
which would give the student more
practice with any of the IEP objective
skills?
5. Go back through each step and ask
yourself:

Can the student do this step without any
adaptations or modifications?
OK = Keep as is

If not, can this step be eliminated without
ruining the logical sequence of the routine?
E = Eliminate

Or, can this step be adapted?
A = Adapt
6. Consider the
Critical Visual Moment:
At what points in the routine is it
important for the student to use their
vision?
How can they be encouraged to do
so?
Go back through the steps of the
routine and highlight each critical
visual moment.
7. Data keeping:
Design a simple data sheet to help
you record progress on each IEP
objective.
Determine who will take data and
when it will be taken.
8. Evaluate IEP progress:
At pre-determined intervals,
evaluate the progress that the
student has made toward successful
completion of their IEP objectives.
Readjust as needed.
So…let’s take the next step in developing an
Activity Based Routine for Dixie.
Family Activities Interview
•Riding horses.
•Caring for horses.
•Showing horses.
•Watching TV.
•Playing computer games.
•Playing board games.
•Visiting with friends.
Ask: “What would you like for us to teach Dixie,
or what could we teach Dixie that would make
your life easier?”
To help with horse chores
1. Look at all the environments in
which the activities take place.
*
*
*
*
Barn
Corral
Pasture
Tack room

Choose one environment
2. List the activities that take place
in this environment.
 Feeding
 Grooming
 Mucking
out
 Saddling
Select an Activity
3. List the steps in one Activity, to create
an ACTIVITY BASED ROUTINE.









Get the buckets.
Go to the grain bin.
Scoop the appropriate amount of
grain for each horse.
Take the buckets to the stalls or
out to the corral.
Dump the buckets in the feeding
troughs.
Go back to the feed bins and
replace the buckets.
Go to the hay barn.
Get 2 chips of hay for
each horse.
Put the hay in the
appropriate hay racks .







Repeat until all horses
have hay.
Walk to the pasture.
Halter each of the
horses and walk them to
their “feeding place.”
Take the halter off.
Close the gate.
Walk to each water
trough.
Turn faucet to fill trough.
Wait for horses to eat.
 Open the gates.

4. Go back through the steps of the
ACTIVITIY BASED ROUTINE and ask:
1. Does the routine
include as many
IEP objectives as
possible?
2. Is there any way we
could include steps
which would give
the student more
practice with any of
the IEP objective
skills?
Dixie’s routine:

Get the buckets.
upper body strength
and balance and
flexibility

Go to the grain bin.

Scoop the appropriate
amount of grain for each
horse.
strengthen left knee
through walking and
improve orienteering
skills
visual fixations and
hand eye coordination
and flexibility
5. Is each step OK as is OR does it need to be
eliminated E = Eliminate, OR adapted A = Adapt?





Go back to the feed bins and replace the buckets.
OK
Go to the hay barn.
E -- Have Larry place the hay next to the feed bin
each morning.
Get 2 chips of hay for each horse.
A -- Use a cart to carry the hay so she only has to
make one trip.
Put the hay in the appropriate hay racks.
OK
Repeat until all horses have hay.
OK
6. Dixie’s Critical Visual Moments:
Walk to the pasture.
Halter each of the
horses and walk them
to their “feeding
place.”
flashlight aimed at buckle on halter
Take the halter off.
flashlight aimed at buckle on halter
Close the gate.
flashlight aimed at clip on gate chain
Turn faucet to fill
trough.
Wait for horses to eat.
international orange faucet handle
Open the gates.
flashlight aimed at clip on gate chain
7. DATA SHEET with who &when it will be taken.
Student:
Begin Date:
End Date:
Date:
Activity:
1.
2.
3.
4.
5.
6.
7.

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