I have a 9 year-old son in the 4th grade. He has been
diagnosed with Autism and is included in a regular ed setting with
adaptations, modifications, and a full-time teacher's aide. My
question is about social skills and how to write goals and objectives
for the IEP. Do you have any suggestions, ideas, or know of any
models that may be useful to me and the team?
Answer: Writing social goals should
be approached the same as academic goals. First you need a clear idea
of the child's present level of performance. While there is no real
formal "testing" in this area, a good round table discussion between
you, his classroom teacher, aide, and a behavioral or specialty
consultant (ie. autism consultant) that has observed your child could
be an excellent way of establishing what skills your child has
achieved and identifying what should be his next social/emotional
This approach seems to invite open
conversation and allow everyone ownership in the goals and objectives.
Once the goals are identified, you can break them down, identifying
the different skills needed to accomplish the goal. The skills
your child already has can be built upon. The skills he needs to
accomplish the new goal become the objectives. Once the objectives
have been identified, you plan HOW to teach your child these new
A goal is merely a statement of what the
child is expected to accomplish. An objective is HOW the student will
accomplish that goal. A good objective has four parts: the skill;
conditions as to how the skill is performed (with supervision,
independent, using a model, etc..); criterion (this is actually a
proficiency goal; for 10 sec, 90% of the class time, when asked,
etc...) and evaluation (how the new skill we be evaluated).
You would be amazed at the wonderful
ideas that will come out of a friendly round table discussion where
everyone feels ownership of the task at hand.
I hope this is of some help to you.
Bridges4Kids and Early On Michigan