IEP Cliffhanger

So a team of six (myself included) met this week for James’ annual IEP. An hour was allotted. We talked for an hour and a half. We’re still not done.

One of the reasons the meeting went so long was that we all had a lot to share and say; the atmosphere was friendly and relaxed, yet professional. James has met all but one of his goals from last year, and we were all excited that the ground he gained opened up new areas for goals.

We hit a snag on the last goal, which was tied to behavior in class. We discussed the heck out of that one and referred to a therapist’s report and still had to adjourn without consensus. We all acknowledge there is a goal or two in there that needs work.

It reminds me of a dangling participle (or cliff hanger, if you are not fascinated with grammar):
“The antecedent—that is, the noun to which the participle refers—must be clear to the readers in order for them to understand what’s being said. Otherwise, an action may be subscribed to the wrong player. That’s called a ‘dangling participle,’ because it’s left ‘dangling’ without a clear antecedent.”
(Ta, USU!)

I think the next step is to identify the desired behavior and then work to support it. It sounds like that will be to get him to stay seated and focus on work for longer periods of time and more independently. The motivator is a mystery. The Behaviorist made suggestions that the teacher and aide say they have tried, but do not find effective. Motivating James … now there’s a subject to explore!

To be continued … (like his IEP meeting)

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For James
A Blog to chronicle our son's journey through developmental delays and dealing with austisic disorder.
For James


A Blog to chronicle our son's journey through developmental delays and dealing with austisic disorder.

0 thoughts on “IEP Cliffhanger

  • Your little guy sounds like mine …. his reinforcer changes from task to task and sometimes, EVEN WITHIN the SAME task! 

    It can be hard to find the motivator. We’re in the process of school placement change, because our issues didn’t come up until this particular class/teacher/school and have never been a problem elsewhere. Not to say that you should do this…. just how we’re working on the problems for our own son 🙂

    Good luck!

  • When I talk, I do weird things with pronouns and people love to call me out on it.

    While this is slightly irrelevant, I think that grammar is something that even simple people can understand, so it makes sense why they’d attack it.

    I had a friend in HS that was brilliant, but she couldn’t figure out basic grammar.

    Her sentences looked like this, “I went to the store, there were lots of candies there.  We ate twenty before the concert and the concert was super fun!! I like concerts.” This girl was in all advanced classes.

    She had like some weird language problem.


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