How to Fill out the
New Autism IEP Supplement
Presented by the Multi Disciplinary Team
Supervisor- Frances Montemayor
Toro Team- Darlene Vera Baker
Laura Hernandez
Rossana Venecia
Mustang Team- Sandra C. Rincon
Mario Robledo
Tiger Team- Benito Bondoc
Barbara Charles
Gabbi Ramirez
Objectives
The Learner will:

Be able to identify the 11 areas addressed in
the supplement

Be able to address the supplement in the
ARD appropriately
History of the Autism Supplement

Supplement was created in 1987 addressing
seven areas. In 2007, the supplement was
revised to add four new areas, totaling 11
that need to be addressed.
Autism Supplement 2007: Implications
It does not:

Mandate a specific intervention strategy

Make our jobs easier

Mandate a specific degree or credential
Autism Supplement 2007: Implications
It does:

Require discussion and identification of intervention
strategies

Raise the bar for programming considerations

Require qualified personnel and training
Autism Supplement: “Strategies”

Each of the 11 items is referred to as a strategy. A
strategy is a careful plan or method.

Thus the autism supplement identifies the
methods/strategies we should be considering for
educational programming

In order to address supplement:
Evaluate, Develop/Revise Goals/Objectives, Implement,
Assess Progress
1. Extended Educational Programming

Programming that continues beyond the
school day (ESD) or school year (ESY)

Instructional and directly related to current IEP
objectives

Determined by ARD committee based on data

Addresses the “educational needs” of the
student
Extended Educational Programming
Considerations

Extended School Day (ESD)


Services after the regular school day
Extended School Year (ESY)


Summer
Transition times (e.g., holidays)
Extended Educational Programming

Categories to consider for services:

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Communication
Social Skills
Behavior
Academics
Self-help Skills
For each relevant category, determine skill level and
whether recommended services and time are
sufficient for the student to make progress
Extended School Day

Data must support the need for services/strategies
that extend beyond the regular school day

Data must be collected on an on-going basis to
document the student’s performance on each
objective

Analysis of the IEP and Progress is critical to
determining the need for extended school day
Extended School Day

Focus of Instruction for ESD



Goals and objectives that are currently addressed
in the IEP
IEP must be written in measurable terms with
an objective system of data collection for
objectives
If not needed, then student is making
reasonable progress with the current program
in place…
Extended School Day:
Example - Strategy Not Needed

An analysis of the IEP goals and objectives
reveals that progress is being made on __/__
objectives, thus there is no need for extended
school day services at this time. The IEP can
be met through the regular school day; the
current services and duration of services are
sufficient for the student to make progress.
Extended School Day

Consider meeting the needs within the school day
with various options, for example:

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Differentiated teaching strategies
General education tutoring
Related services
Decreasing student-to-staff ratio
Increasing special education instruction, etc.
Consider duration, intensity, and type of
programming
After option(s) implemented, review progress
If there are still difficulties in making progress,
extended school day may be considered
Extended School Day:
Example - Strategy is Needed



An analysis of the IEP goals and objectives
reveals that adequate progress is being made in
the following IEP objectives: ________,
_______, _______.
There are ___ objectives in _____ which are not
showing adequate progress and additional/other
within-school-day services have been provided;
thus, there is a need for additional instruction
beyond the school day in this area.
In order to add ________, extended school day
services are recommended for: ______ weeks,
_____ minutes per day.
Extended Educational Programming

How to determine need for ESD/ESY:

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Progress on objectives
Formal and informal evaluation
Grades, benchmarks
Levels of self-sufficiency
Information from parents
Levels of learning for certain skills (e.g.,
acquisition versus generalization)
Progress Monitoring
Extended School Year

ESY usually associated with regressionrecoupment; not disability specific

ESY: Can be justified without consideration of
regression if


Loss of acquired critical skill would be severe
Loss of skill would result in harm to the student or
others
Extended School Year

A skill is critical when the loss of that skill results or
is expected to result in any of the following during
the first 8 weeks of the next school year:

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Placement in a more restrictive setting
Loss of acquired skills necessary for progress
Less self-sufficiency/self-help skill areas
Loss of access to community-based independent living
skills instruction or environment provided by other sources
Loss of access to on-the-job training, sheltered
employment, or competitive employment
Extended School Year:
Example - Strategy Not Needed

At this time _____ is making adequate
progress in all critical areas. He has not
shown any significant regression after school
breaks. His family has plans for the summer
that support his continued development in the
critical areas.
Extended School Year:
Example - Strategy is Needed



_____ requires continued instruction in the
following critical areas; _____, ______,
______.
Considering ____’s current functioning levels,
these areas are likely to result in loss of skills.
Specific objectives from the current IEP to
address these areas include: _____, _____,
____.
2. Daily schedules

Minimal unstructured time means that IEP
goals and objectives are being addressed
throughout the day and across settings


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Student remains meaningfully engaged
throughout the majority of the school day
It must begin the minute the student arrives
and end the minute he/she leaves
Time increments should be small
Schedule is student specific vs. teacher or
classroom specific
Daily Schedules
Example - Strategy is Needed

Based on data collected ______ displays _______
(behavior) and has difficulty with ______ (transition),
and _______ (task initiation).


Based on data collected, Johnny displays increased selfstimulatory behaviors in unstructured settings, has difficulty
transitioning within the classroom, and does not
independently initiate tasks.
A Daily schedule reflecting minimal unstructured
time is needed. An example of the schedule is
attached.
Activity
IEP Objectives
Arrival
Independently
1:6
follow visual
schedule
Greet peers
and/or adults
Attend to speaker 2:6
Imitate actions
On-task behaviors
Fluency
Matching
1:1
Receptive ID
Expressive ID
On-task behaviors
Eat independently 1:22
Follow school
1:22
routines
Acquisition
Circle
Time
Work
with
teacher
Lunch
Ratio
LOL
Fluency
Maintenance
Generalization
Daily Schedules
Example - Strategy Not Needed


Based on data collected Johnny does not
exhibit behavioral difficulty in unstructured
settings. He is able to effectively transition
within and between classrooms, and is able
to independently initiate tasks or do so with
minor prompting from the teacher .
A Daily schedule reflecting minimal
unstructured time is not needed. Johnny can
follow the regular schedule of the day with
natural environmental cues.
3. In-home training or other viable
alternatives
Acquisition
1. Facilitating the acquisition of skills/behavior (critical)
that can only be acquired if they are taught
simultaneously in multiple environments

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Adaptive skills (e.g., toilet training)
Reduction of self-injurious behavior (e.g. head-banging)
Communication (e.g., requesting)
2. Facilitating the acquisition of skills/behavior
previously learned in another environment

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If a skill/behavior is not exhibited at home but is
exhibited at school, then it needs to be acquired
at home.
If a skill/behavior is not exhibited at school but is
exhibited at home, then it needs to be acquired
at school.
If a skill/behavior is not exhibited in the
community but is exhibited at school or home,
then it needs to be acquired in the community
In-Home and
Community-Based Training
Example – Parent Declined Strategy


The IHT evaluation supports the need for IHT
to address ____. The parent declines the
service at this time.
Progress toward objectives _____ indicate
the need for IHT/CBT. The parent declines
IHT/CBT at this time.
Consider: Support is being provided to the
parent in terms of parent training.
In-Home and
Community-Based Training
Example - Strategy Not Needed

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IHT/CBT is not needed. Progress on IEP
goals and objectives is consistent across
settings
Identify the viable alternatives being used
Consider support being provided to the
parent in terms of parent training, if needed
Viable Alternatives…
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Visuals for home
Schedule for home
Communication notebook
Parent observation at school
Videotapes of teacher working with
student
Conferences regarding home concerns
Community-based instruction
4. Positive Behavior Support Strategies


Should be based on relevant information, for
example: antecedent manipulation,
replacement behavior, reinforcement
strategies, BIP based on the Functional
behavior assessment (FBA)
Both BIP and behavioral strategies should
reflect goals and objectives that are
measurable, clear, specific.
What is Positive Behavior Support (PBS)?

PBS enhance the capacity of schools to
educate all students, especially students with
challenging behaviors, by adopting a
sustained, positive, preventative instructional
approach.
What is PBS meant to do?
Assess student’s
 Needs
 strengths and skills
 Planning a series of positive interventions
that can help the student meet her potential
What procedures are part of PBS?

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functional assessment
prevention of problem behavior
differential reinforcement of alternative
behaviors that replace the problem behavior.
teaching replacement skills
collaborative teaming
Summary

PBS is an individual-centered approach that
looks specifically and broadly at student
needs and plans interventions that facilitate
life success
5. Futures planning

May begin at any age,
but is required before the age of 16.

Future plans (transitional services) include
planning for integrated living, work,
community, and educational environments
that consider skills necessary to function in
current and post secondary environments.
Future planning
(Transition Planning)
Integrated Living:


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Consider what student needs to maximize independence at
home.
What kind of living skills will the student need?
How much assistance ,if any, will he/she need in daily activities?
Integrated Living:



Consider what student needs to maximize independence at
home.
What kind of living skills will the student need?
How much assistance ,if any, will he/she need in daily activities?
Future planning
(Transition Planning)
Employment:
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Is the student able to be employed?
Have you contacted DARS?
Border Region MHMR?
Work on pre-vocational skills in the classroom.
VAC program/ Occupational Preparation classes
should be considered during high school.
Career interest surveys/ assessments should be
considered.
Future planning
(Transition Planning)
Community Participation:
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What will the student need to access services
in the community?
What will the student do for recreation and
leisure activities?
Future planning
(Transition Planning)
Post Secondary Education:
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Will the student be going to college or
university?
What services will the student need? (an
assistant, note takers, tutor etc…)
What type of accommodations will the
student at college?
Consider contacting the special populations
counselor at the higher education institution?
6. Parent/Family Training
and Support
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Training in specific skills
Information about the disorder
Information about resources
Individualized to meet the needs of the family
Based on evaluation
Delivered in appropriate environments
Delivered by personnel with experience in
working with students with ASD
The following Parent/Family Training is
needed:
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1.
2.
3.
Information about support groups
Information about relevant videos
Information about relevant books
Information about relevant web sites
Information about conference/workshops
Parent Training Sessions:
Frequency
Duration
Setting
Parent/Family Training and Support: Example Strategy is Needed

Parent/Family training and support is needed
in the area of _____ based on the evaluation
and analysis of the IEP

This will consist of:


Providing information regarding local resources
Demonstrating strategies being used at school
which should also be used at home
Parent/Family Training and Support: Example Strategy Not Needed

Parent/Family training and support is not
needed at this time

Parent/Family possesses the necessary skills
and knowledge to assist in the student’s
educational programming
7. Suitable staff-to-student ratio
Suitable ratios are needed to achieve:

social/behavioral progress based on the child’s developmental
and learning level (acquisition, fluency, maintenance,
generalization) that encourages work towards individual
independence.
Ratios are based on:

Adaptive behavior evaluation results

Behavioral accommodation needs across settings

Transitions within the school day

There is NO mention of appropriate staff to student ratio to
maintain a safe environment and provide appropriate levels of
supervision
Staff-to-Student Ratio

For LISD it is one to two in the self contained classroom (basic
guideline)

However, staff to student ratio also needs to be addressed when
students are in mainstream classroom

Staff to student ratio also needs to be addressed with the levels
of learning (acquisition, fluency, maintenance, and
generalization)

It is suggested that ratio should be tied in with the student
schedule.
Sample Schedule
Activity
IEP Objectives
Ratio
LOL (levels of learning)
Arrival
Independently follow
visual schedule
Greet peers and/or
adults
1:6
Fluency
Circle time
Attend to speaker
Imitate actions
On-task behaviors
2:6
Acquisition
Work with teacher
Matching
Receptive Act.
Expressive Act.
On-task behavior
1:1
Maintenance
Generalization
Example to state staff-to student ratio
when needed

Given ______’s levels of learning, the
following ratios are suggested for the
implementation of the IEP: ____for IEP
objectives at the acquisition level; ____for
IEP objectives at the fluency level; ___for IEP
objectives at the maintenance level; and
________for IEP objectives at the
generalization level. The range of staff to
student ratio would be 1:1- 1:___
Staff to student ratio when not needed

Given ___________’s level of learning and
adequate progress in the IEP and in the
general school setting no specified staff-tostudent ratio is required at this time
8. Communication Interventions

This is the first of four new areas added to the ARD AU
supplement by the new Commissioner’s Rule.

It is a provision requiring consideration of
“communication interventions”, Including language forms
and functions that enhance effective communication
across settings (for example: augmentative, incidental,
and naturalistic teaching communication)

The rule states that teachers and other instructional staff
such as speech therapists are responsible for choosing
specific communication methodologies
8. Communication Interventions


do not just refer to the speech services your district
might provide.
many ways to improve communication
Picture-based systems
Assistive Technology Devices
Every child should have some form of communication
Inability to communicate can lead to undesired
behaviors and isolation.
Communication Interventions
Example - Strategy is Needed


Communication goals and objectives in the
areas of _____ are needed and are
addressed in the IEP
Interventions for these objectives include but
are not limited to _____
Communication Interventions
Example - Strategy is Needed


Communication goals and objectives in the
areas of receptive and expressive
communication are needed and are
addressed in the IEP
Interventions for these objectives include but
are not limited to a picture exchange system,
choice boards, and discrete trial training for
labeling/naming
9. Social skills strategies

The second new rule requires a social skills
supports and strategies based on social skills
assessment/curriculum and provided across
setting such as trained peer facilitators (e.g.
circle of friends), video modeling, social
stories, and role playing
Social Skills
Example - Strategy is Needed


Highly likely this strategy will be identified as
“needed”.
The following social skills have been
identified as areas of need: _____, _____.
These skills are reflected in the goals and
objectives. The strategies/supports used to
address these needs will include: _____,
_____, ______.
Sample of Strategies:

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Direct instruction of social skills
Role play and practice
Peer-based supports
Motivation system
Video modeling
Explanation
Social Stories
Immediate feedback
Relaxation strategies
Visual cues/reminders
Other
Social Skills
Example - Strategy Not Needed


Student’s social skills are sufficient and no
additional interventions are needed at this
time
Natural supports in the home, community and
school environment are adequate to facilitate
social skills at this time
10. Professional Educator/Staff support

The third new rule provides professional
educators/staff support to those who work
with the students to assure the correct
implementation of techniques and strategies
described in the IEP.
Professional
Educator/Staff Support

Document all training/support related to a
particular student:



Staffing
Assistance from an ASD or behavioral consultant,
speech therapist, school psychologist, etc.
Access to information and resources
Example of supports needed:
Staff Development to include:
 Basic information on ASD
 Teaching behavior strategies
 Training for implementation of the student’s IEP
 Training for implementation of BIP
 Social Skills Training
Other:
 Consultation with AU Multi-Disciplinary Team
 Region 1 Training
Professional Educator/Staff Support
Example - Strategy is Needed


It is highly likely that this strategy would be
identified as “needed”
Examples of what might be written on the
supplement:


The teacher and paraprofessional will document
training activities and support.
The teacher and paraprofessional have access to
support personnel and will document support
activities.
11. Research-based teaching strategies

The final new rule is that teaching strategies
are based on peer reviewed, research-based
practices for students with ASD. Such as
discrete-trial training, visual supports, ABA
structured learning, augmentative
communication, and social skills training.
Teaching Strategies-when needed

The following teaching strategies will be used
to implement the IEP: ___________,
___________, _____________
Teaching Strategies when not needed


The student is served in the general
education class and making adequate
progress in the IEP
The instructional strategies, and
accommodations used in the setting are
sufficient for the student to make progress at
this time
Teaching Strategies

Define- Teaching strategies based on peer
reviewed, and/or researched-based practices
for students with ASD such as those
associated with discrete-trial training, visual
supports, applied behavior analysis,
structured learning, augmentative
communication, or social skills training.
References
Susan Catlett, Ph.D,Gail Cheramie, Ph.D
Cissy Coleman M.Ed.,Vickie Mitchell, Ed.D. &
Susan J. Sheridan, Ed.D (Region 4 Education

Service Center Houston, Texas – February 27,
2008)
Questions ?????
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New Autism IEP Supplement