Challenges, IEPs, and RoutinesThe Next ‘STEP’based on a Power Point by Dr. Dixie Mercer

STEP BY STEP

Step 1: Preview ObservationStep 2: Collection and Interpretation of InformationStep 3: ObservationStep 4: Foundation InterviewsStep 5: Determination of Planning CategoryStep 6: Assessment

Step 7: Determination of Strengths and ChallengesStep 8: Development of Goals by a

Transdisciplinary TeamStep 9: Goals and Activities Input from FamilyStep 10: Development of Activity Based Routine

Step 7: Determination of Strengths and Challenges

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 onthe evaluation teamdevelops one or twoobjectives to bring to ‘the table’.

Goals for Dixie p.1

TVI

Increase number of fixations.

Increase frequency of environmental scanning.

Improve hand/eye coordination.

PT

Strengthen her left knee.

Increase upper body strength.

Improve balance and flexibility.

Goals for Dixie p.2

COMS

Improve orienteering skills.

Improve ability to travel without a route.

APE

Increase level of outside recreation.

Decrease number of sedentary hobbies and activities pursued.

PT/APEDixie 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/COMSDixie will:

Increase frequency of environmental scanning as she travels from her desk to the computer lab without a route.

To go fromCHALLENGES 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.

FeedingGroomingMucking outSaddling

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. G e t 2 c h i p s o f h a y f o r

e a c h h o r s e . P u t t h e h a y i n t h e

a p p r o p r i a t e h a y r a c k s .

Re p e a t u n t i l a l l h o r s e s h a ve h a y.

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. strengthen left knee through walking and improve orienteering skills

Scoop the appropriate amount of grain for each horse.

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.

international orange faucet handle

Wait for horses to eat.

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.

We’re on our way!