IEP

Background

Jay Raven is a 7-year old second grade student at eagle Elementary School has repeatedly demonstrated acting out behaviors both in and outside of the classroom. His teacher, Mrs. Bird, describes Jay’s behavior as “very disruptive” to her class. In addition, she has grown increasingly concerned because jay’s behavior has become more aggressive. According to Mrs. Bird, Jay has difficulty getting along with other student in his class and often fails to follow her directions. In particular, jay frequently grabs, hits, or yells at other students to either get their attention or to get something that he wants. On occasion Jay has been very aggressive towards other students and has reportedly punched or kicked his classmates for no apparent reason. These behaviors have resulted in rejection and general isolation for the other children. Regarding his academic skill, Mrs. Bird reported that Jay is a “good” student; however, she added that he often blurts out answers in class and is demanding of attention. When Jay’s teacher redirects his behavior he often refuses to cooperate, which subsequently leads to extended periods of off-task behavior. Thus, despite having the skills to perform academic tasks, Jay is frequently unable to complete assignments.

In order to gain a better understanding of Jay’s behavior you decide that a collaborative approach to problem solving would be best. During the meeting the following information is revealed: In particular Jay’s teacher reported the following pieces of information:

· Concerns for Jay’s behavior are increasing. The behavior has gotten worse during the year.

· Jay needs assistance in controlling his anger and getting along with other students.

· She does not understand what causes his outbursts although she suspects that he does this to avoid work.

· Ms. Bird indicated that she often “on-edge” around Jay because she fears that he could “go-off” any-minute.

· When Jay misbehaves she becomes angry and usually responds with punitive actions such as referring him to the office.

· During the times when he receives direct instruction form the teacher he experiences few behavior difficulties. Most of his difficulties occur when he is expected to work within a cooperative one-table structure or independently.

Jay’s parents added to the picture by providing their perspective of their son’s difficulties:

· The Raven’s agreed with Mrs. Bird that Jay sometimes had difficulty getting along with other children and that he occasionally throws temper tantrums when he does not get his way.

· Jay Exhibits no aggressive behavior at home.

· Jay has one brother and the home is described as “quiet”.

· The Ravens live on a small farm in a remote area. The isolation has resulted in few opportunities for Jay to interact with peers after school. Jay’s brother has had similar difficulties and was recently placed in a program for students with academic and behavior problems.

· Jay spends time with his brother in the afternoons and they have reportedly skipped school together on several occasions.

Following the meeting all parties agree that more information is needed about jay’s behavior. As a result, the school psychologist is asked to conduct a functional assessment so that a comprehensive intervention plan might be developed. The results of the assessment are shared below:

· Aggressive behavior (hitting, taking materials for other students, and kicking), occurs on average of 6 times per day.

· Behavior is not exclusive to any one environment. It has been consistently observed in the classroom, on the playground, and during lunch.

· Behavior most often occurs when supervision is minimal. The teacher is not in close proximity and when students are expected to work independently. However, on several occasions behavior has been demonstrated directly in front of teacher.

· Behavior does not appear to be triggered by aversive stimuli.

· Interview revealed that Jay is unable to effectively communicate when he is upset or request to peers.

· Response to behavior: Peers tattle and avoid future play. Teacher warns or explains why the behavior is inappropriate.

· Jay revealed several inappropriate social behavioral responses when hypothetical situations were presented for him to solve. His responses suggest a skill deficit.

· Function of Behavior: To gain access to preferred activities or items.

Peabody Individual Achievement Test-Revised

(Mean 100; Standard Deviation: 15)

Subtest Standard Score

General Information 110

Reading Recognition 89

Reading Comprehension 88

Total Reading 88

Mathematics 100

Spelling 86

Total Test 82

The meetings is set to review the test results, listen to concerns of the parents, consider input from Mrs. Bird and decide if there is enough information to determine if Jay is eligible for special education services and write an IEP in the meeting.

Members at the meeting

· Ms. Bird (second grade general education teacher)

· Mr. Donald (special education resource room teacher)

· Ms. Trick (school psychologist)

· Ms. Jewell (principal)

· Ms. Raven(Jay’s mother)

· Mr. raven (Jay’s father)