Individualized Education Program (IEP) for Autistic Child

Student Information: Name: [Child’s Name] Date of Birth: [Child’s Date of Birth] Grade: [Child’s Grade] School: [School Name] Parent/Guardian: [Parent/Guardian’s Name] Special Education Teacher: [Teacher’s Name] Speech Therapist: [Therapist’s Name] Occupational Therapist: [Therapist’s Name] Behavior Specialist: [Specialist’s Name]

Present Levels of Performance: 1. Communication: The student primarily uses single words to communicate her needs and wants. She has difficulty expressing complex thoughts and emotions. 2. Behavior: The student exhibits violent outbursts when overwhelmed or unable to communicate effectively. These outbursts pose a risk to herself and others. 3. Motivation: The student lacks motivation to engage in academic and social activities. She requires additional support to develop interest and participation. 4. Sensory Needs: The student is a sensory seeker and benefits from deep pressure input. She seeks sensory stimulation through various activities and may become overwhelmed without appropriate sensory breaks.

Annual Goals: 1. Communication: - Objective 1: The student will increase her vocabulary by learning and using new words and phrases in daily interactions. - Objective 2: The student will improve her ability to express emotions and thoughts using simple sentences or visual supports. - Objective 3: The student will participate in social communication activities, such as turn-taking and initiating conversations, with peers and adults.

1. Behavior:
   • Objective 1: The student will develop self-regulation strategies to manage and prevent violent outbursts.
   • Objective 2: The student will learn alternative, non-violent ways to express frustration, anger, or discomfort.
   • Objective 3: The student will demonstrate improved coping skills during challenging situations, reducing the frequency and intensity of violent outbursts.
2. Motivation:
   • Objective 1: The student will increase her motivation to engage in academic and social activities through the use of visual supports, rewards, and preferred activities.
   • Objective 2: The student will participate in individual and group activities with increased interest and sustained attention.
   • Objective 3: The student will demonstrate increased independence and initiative in completing tasks and participating in classroom routines.
3. Sensory Needs:
   • Objective 1: The student will engage in sensory breaks and activities that provide deep pressure input to meet her sensory needs.
   • Objective 2: The student will learn self-regulation strategies to manage sensory overload and seek appropriate sensory input.
   • Objective 3: The student will utilize sensory tools and equipment, such as weighted blankets or fidget toys, to support her sensory needs throughout the school day.

Accommodations and Supports: 1. Communication: - Provide visual supports, such as picture schedules, visual choice boards, and social stories, to enhance understanding and expression. - Utilize augmentative and alternative communication (AAC) systems, such as PECS (Picture Exchange Communication System), to support communication. - Encourage and reinforce the use of single words and phrases, gradually expanding to longer sentences.

1. Behavior:
   • Implement a behavior intervention plan (BIP) to address and manage violent outbursts, including de-escalation strategies and crisis prevention techniques.
   • Provide a calm and structured environment to minimize triggers and promote emotional regulation.
   • Offer regular breaks and opportunities for sensory input to prevent sensory overload.
2. Motivation:
   • Incorporate the student’s interests and preferences into academic and social activities to increase engagement and motivation.
   • Use positive reinforcement, such as verbal praise, tokens, or preferred activities, to reward and encourage active participation.
   • Collaborate with the behavior specialist to develop strategies to increase motivation and reduce avoidance behaviors.
3. Sensory Needs:
   • Create a sensory-friendly classroom environment with designated sensory areas and access to sensory tools, such as weighted vests, cushions, or tactile materials.
   • Allow the student to take sensory breaks as needed, providing opportunities for deep pressure activities, such as using a therapy ball or engaging in heavy work tasks.
   • Collaborate with the occupational therapist to develop an individualized sensory diet plan to meet the student’s sensory needs throughout the day.

Progress Monitoring: Progress towards the annual goals and objectives will be monitored through ongoing data collection, observations, and regular meetings involving the special education teacher, therapists, and behavior specialist. Progress reports will be provided to the parent/guardian on a quarterly basis.

Transition Plan: As the student progresses, the IEP team will collaborate to develop a transition plan to support her successful transition to the next grade level or educational setting. This plan will include strategies to maintain progress, address new challenges, and ensure a smooth transition.

Parent/Guardian Input: The parent/guardian is an essential member of the IEP team and will be actively involved in the development, implementation, and review of the IEP. Their input, concerns, and suggestions will be considered and incorporated into the student’s educational program.

Signatures: _________ _________ _________ Parent/Guardian’s Signature Special Education Teacher’s Signature Administrator’s Signature

Date: ________