Assessment & Analysis

• Evaluation of present levels of educational performance in executive functioning, adaptive behavior functioning, social-emotional functioning, intellectual functioning, academics, communication, social communication, fine motor, and gross motor.
• Analysis of findings from psychoeducational assessments, interviews, ecological assessments, descriptive assessment, and functional behavior assessments.
• Identification of presenting problems or symptoms of larger more systemic problems.

Annual Goals & Objectives

• Development of measureable annual person-centered IEP goals across relevant repertoire areas that focus on the establishment of critical skills in the areas of communication, self-advocacy, self-management, social, and academics.
• Break down of annual IEP goals into observable and measurable objectives with criteria.
• Identification of specific positive behavior supports highly correlated with achievement of each IEP goal.
• Recommendations for individual learners in the following areas:
  • Community based instruction
  • Transition services
  • Classroom & peer needs
  • Teacher & staff needs
  • Curricula & teaching methodology
  • Related services
  • Classroom environment & other features

Measurement Systems

• Development of measurement systems to track progress on objectives and annual goals.
• Development of curriculum-based, macro, meta, and micro-level measures.
• Design of data sheets to collect data on objectives.
• Visual displays to help teachers make data-based decisions.
• Training & support on data collection and data-based decision making.

Positive Behavior Support Plans

• Positive behavior support plans include:
  • Summary of observations and conclusions from Functional Behavior Assessment.
  • Identification of student strengths.
  • Identification and definition of significant behavioral challenges.
  • Systemic and topical functional hypothesis statements for each challenging behavior identified.
  • Identification of setting events for the challenging behavior.
  • Identification of antecedent cues for the challenging behavior.
  • List of critical skills to establish to replace challenging behavior.
  • Identification of effective positive behavior support strategies to prevent challenging behavior and promote pro-social behavior.
  • Development of contingency plans to respond to significant behavioral challenges.
  • Identification of environmental and technological supports to increase independence and individual learners’ control over their environment.
  • Development of measurement systems to monitor and evaluate the implementation of positive behavior support strategies.