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Describe how the disability affects participation in the general education curriculum or activities; Parent concerns and priorities for the education of the student:
or for preschool students, how the disability affects the participation in appropriate activities. Parents are concerned about Kayla's abilities to request items and activities. Right now, Kayla does
Student has been diagnosed with Autism, a developmental disability affecting verbal and non-verbal not request enough for items or activities that she sees or wants. When outside, she will go directly to
communication and social interaction, that adversely affects educational performance. an area that she wants to without warning. Mom also wants the team to focus on Kayla's sensory
behavior. She would like us to take a look at her stimming behavior. She hopes that we address
Kayla's behavior when it comes to touching her face to the ground. She is requesting that we do a
mental health evaluation and have OT consult with the teacher regarding this.
Student Learning Strengths/Preferences: Input from General Education Teacher:
Kayla is an 8th grader at Spectrum participating in a Functional Skills class. She loves sensory activities Kayla does not participate in GE classes
such as getting her hair brushed or getting her arm brushed by a cloth and/or a soft brush. She responds
well to small group to one-on-one academic instruction. She also responds well to gross motor activities.
Health/Medical
Vision:
Nurse is unable to test due to Kayla not
Date of Testing: 04/14/2015 Low Incidence Disability: No Yes
cooperating with the assessment.
Blind/Visually/Impaired Yes No
Nurse is unable to test due to Kayla not
Hearing: Date of Testing: 04/14/2015
cooperating with the assessment. Braille Instruction/Use: Yes No
Health Care Plan Location: Appropriate Reading Medium:
Deaf/Hard of Hearing Yes No
Student Health/Medical Needs:
Describe the communication needs of the student:
Kayla is a 12 year old student in a SDC- autism class. She appears to be in good health and is taken
care of. She comes to school with clean clothes and seems well fed. Diagnosed with Thallassemia
(genetic blood dyscrasia affecting hemoglobin). behaviors such as hitting herself to the point of
Orthopedic Impairment Yes No
giving herself a bloody nose. She also will pick her nose to the point of making it bleed. Student
began taking Risperdal to help with behaviors starting March 2016. Update: No longer taking
Risperdal since 4 months ago. If appropriate, any specialized services, equipment, materials, or services needed for the
Behavior student with a low incidence disability that has not been documented elsewhere in the IEP:
Does the students behavior impede learning of self or others: No Yes
N/A
Behavior Intervention Plan
Behavior Contract
Behavior Goals
Consideration of Assistive Devices and Services
Does the student require assistive devices and/or services to make progress toward IEP goals at this
time? No Yes, the following is recommended:
Picture Exchange, Speech generating device
Student: Neamsapaya, Kayla FREE APPROPRIATE PUBLIC EDUCATION IEP Meeting Date: 04/10/2017
AREA OF NEED: Language Arts
Student: Neamsapaya, Kayla FREE APPROPRIATE PUBLIC EDUCATION IEP Meeting Date: 04/10/2017
Student: Neamsapaya, Kayla FREE APPROPRIATE PUBLIC EDUCATION IEP Meeting Date: 04/10/2017
Student: Neamsapaya, Kayla FREE APPROPRIATE PUBLIC EDUCATION IEP Meeting Date: 04/10/2017
Kayla will sometimes put her head down, look away, drop to the ground, or drop her arms to the
ground to avoid a demand. She will need multiple prompts to complete a task.
During her 6th grade year, Kayla would get up out of her seat assigned area 1-3 times to gain access
to something she wants during a school period. Eloping from assigned area to gain access to
preferred items has decreased. However, eloping from assigned area to go outside of the room has
increased. Elopement behaviors tend to occur during passing period or during decreased supervision
(staff looks away to work with someone else and then Kayla get ups out of the door but turns to look to
She is able to communicate her wants and needs using her communication device with adult prompts. see if someone will come after her.)
Self-injurious and tantrumming behaviors have decreased. Kayla will stay in an assigned area when
given preferred tasks. She does not attempt to escape non-preferred tasks. Kayla will tear clothes/strings that she is wearing unless prompted to use a specific material to
tear/thread. To prevent her from tearing her shirt and socks, classroom staff roll up her sleeves and
tuck her shirt in her pants, and prompt her to sit with her feet down. During downtime access to
string/socks/cloth during downtime (lunch, breakfast, breaks) helps to minimize Kayla ripping her
clothes or picking her nose.
She tantrums, hits herself in the head with a closed fist, or scratches her arms/nose to gain access to a
tangible or if she is not feeling well because of constipation/hunger, menstrual cycle.
Kayla engages in target behaviors to gain access to desired items or escape non-preferred directives.
She will also walk away from classroom staff when attempting to gain access to items in the office.
Goal(s) Needed? Yes
Student: Neamsapaya, Kayla FREE APPROPRIATE PUBLIC EDUCATION IEP Meeting Date: 04/10/2017
Informal Assessments LBUSD Staff
Benchmarks/Objecives Work Samples NPS under contract w/LBUSD
Name Description Target Date Observations NPA under contract w/LBUSD
By first reporting period, Kayla will utilize coping strategies to tolerate frustrating situations Formal Assessments Other
(e.g., squeezing hands) in lieu of self-injurious behavior with the use of a model response Other
Benchmark 1 06/16/2017
prompt in 80% of opportunities presented across 3 consecutive days as measured by data Data Collection
collection and observation.
By second reporting period, Kayla will utilize coping strategies to tolerate frustrating
situations (e.g., squeezing hands) in lieu of self-injurious behavior with the use of a visual
Benchmark 2 12/31/2017
response prompt in 80% of opportunities presented across 3 consecutive days as measured
by data collection and observation.
Student: Neamsapaya, Kayla FREE APPROPRIATE PUBLIC EDUCATION IEP Meeting Date: 04/10/2017
Student: Neamsapaya, Kayla FREE APPROPRIATE PUBLIC EDUCATION IEP Meeting Date: 04/10/2017
Student: Neamsapaya, Kayla FREE APPROPRIATE PUBLIC EDUCATION IEP Meeting Date: 04/10/2017
At Stanford, Kayla has access and can request for snacks twice a day (in the morning and at the end
of the day) and will usually eat 1-2 granola bars and an Ensure/nutrition shake/chocolate milk. For
Kayla is taken to the bathroom after breakfast, after lunch, and before going home to the bathroom. She
lunch Kayla will request her preferred flavor of cup of noodles (shrimp or chicken) and prefers to eat
is able to stay dry throughout her school day but wears a pullup during her menstrual cycle. She is
her cup of noodles with the water drained and the cooked noodles rinsed 1 time with cool water.
independent with using the bathroom, but needs reminders to use toilet paper to wipe, and to wash her
hands thoroughly.
Kayla will pick at her nose when congested and needs prompts to grab a tissue. She can blow her
nose if a tissue is held in front of her face.
When constipated or during her cycle, Kayla will sometimes push at her stomach multiple times. She
is prompted to request for the bathroom and given an opportunity to sit/void in the toilet.
Kayla has a tendency to lift her shirt up, especially when it is hot. Classroom staff put on a bodysuit
with a snap crotch on Kayla in the mornings to minimize exposure of her private areas.
Goal(s) Needed? Yes