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Goals for IEP that difficult child could care less about...
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<blockquote data-quote="whatamess" data-source="post: 321082" data-attributes="member: 7664"><p>Goals are good, they're important...right?! I'm looking at some goals on difficult child's IEP and one has to do with increasing the number of back and forth commentary between difficult child and others. Another is to work on certain behaviors. The problem with this is....difficult child does not care that others have a problem with his issues, like making lots of noises (could be vocal tics), being a sloppy eater, flappiness, etc. Although I would like it if he didn't make inappropriate noises, was a neat eater and didn't flap....we have just kind of accepted some of this stuff as out of our control (and his). When difficult child is doing well, he can be polite and conversational and his noises and flapping are reduced...not because he is consciously trying, but because all the 'right' ways to act are inside him and when he's in a good place emotionally it naturally comes out. Most of the time, though, he's got issues/behaviors...do you think it best to set goals and actively teach them? He is very resistant to being taught about what he does wrong/inappropriate and the 'right' way to do things-he abhors social stories and will rarely participate in activities or conversations about ways to 'improve' him. I really feel like having student and teachers model the behaviors and expose him to his peers as much as possible is the right way to go...but how to translate that to goals on an IEP. Also, what do you think of a teacher purposely making strange noises and then asking a student if they thought that was weird and when the student responded yes, the teacher says 'it's kind of weird when you make noises too'....</p></blockquote><p></p>
[QUOTE="whatamess, post: 321082, member: 7664"] Goals are good, they're important...right?! I'm looking at some goals on difficult child's IEP and one has to do with increasing the number of back and forth commentary between difficult child and others. Another is to work on certain behaviors. The problem with this is....difficult child does not care that others have a problem with his issues, like making lots of noises (could be vocal tics), being a sloppy eater, flappiness, etc. Although I would like it if he didn't make inappropriate noises, was a neat eater and didn't flap....we have just kind of accepted some of this stuff as out of our control (and his). When difficult child is doing well, he can be polite and conversational and his noises and flapping are reduced...not because he is consciously trying, but because all the 'right' ways to act are inside him and when he's in a good place emotionally it naturally comes out. Most of the time, though, he's got issues/behaviors...do you think it best to set goals and actively teach them? He is very resistant to being taught about what he does wrong/inappropriate and the 'right' way to do things-he abhors social stories and will rarely participate in activities or conversations about ways to 'improve' him. I really feel like having student and teachers model the behaviors and expose him to his peers as much as possible is the right way to go...but how to translate that to goals on an IEP. Also, what do you think of a teacher purposely making strange noises and then asking a student if they thought that was weird and when the student responded yes, the teacher says 'it's kind of weird when you make noises too'.... [/QUOTE]
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