Runninghead: SOCIAL EMOTIONAL IEP I

Social Emotional IEP Presentation II

Gerardo Sanchez
March 17, 2015
Pedro Olvera, PsyD, LEP

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SOCIAL EMOTIONAL IEP I
The triannual IEP for Jane Doe was to determine if it is necessary for her to have a full
time instructional aide in the Special Day Class (SDC). She currently has a part time aide, but
according to the SDC teacher a part time aide is not enough because of her consistent disruptive
classroom behaviors. Jane is at the severe end of the Autism spectrum, and the classroom
observation I provided for the psycho-educational evaluation would serve as a critical piece in
determining whether or not she received approval for a full time instructional aide. Those
present in the meeting were the SDC teacher, the Speech and Language Pathologist (SLP), the
Applied Behavior Analyst (ABA), the school principal, Janes mother, the school psychologist,
and myself. The social emotional portion of the psycho-educational evaluation that I presented
included results from the Basc-2 (TRS &PRS), the Vineland-II, and my personal observation.
The observation for Jane Doe was conducted on March 13th 2015 from 9:00 to 10:30am
in the Special Day Class (SDC). As the class transitioned in from PE, Jane did not want to sit at
her desk. She ran over to the rocking chair, sat down, and defiantly began to kick her feet as she
was told to sit at her desk. This behavior lasted for 48 seconds. Once at her desk, the class was
instructed to get their sharing items out. Jane said No that is stupid and put her head down on
her desk. When she transitioned to the floor she appeared to be upset. She had trouble listening
and sitting still. Jane repeatedly threw her share item in the air and laid down on the floor. She
was calmed by the one-on-one aide down with physical contact by having her hand held and
squeezed softly as well as her forearms caressed. Jane presented her share item, the Elf on the
Shelf, and she was fidgety while presenting. She shook her legs and arms. After her
presentation, Jane crawled to her desk to get her silly putty and played with it on the carpet, and
was paying attention to the other presentations intermittently. After the presentations were over,
the students began a lesson on the days of the week. Jane became upset that she was told to put

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SOCIAL EMOTIONAL IEP I
the silly putty away and refused. She was told to put the container away again because it was
time for singing and she told the one-on-one aide to shut up. Jane told the one-on-one aide
five times that she does not want to apologize and she began to flail her arms and kick with her
legs. Jane continued shouting out comments such as I work slow, not fast she said this three
times in a repetitive manner. She also told the one-on-one aide No, you ugly, I have to break a
window, and I am calling police to arrest you. As she was making these comments, Jane was
also making grunting sounds. The ABA walked in the room and helped Jane calm down with
physical contact by having her hand held and squeezed softly as well as her forearms caressed.
Once calm, Jane decided to participate and sing songs. She appeared to be enjoying herself
because she was smiling. While sitting, she was rocking back and forth sideways. Janes desk
had a sensory cushion and a band tied to the legs of her chair, which she used often. When a
writing task began, she said No and put her head down. A timer was set for 15 minutes so Jane
could earn a reward. She was interested in a balloon from the prize box. The aide wrote the
sentences on a whiteboard and Jane copied the information onto her worksheet. She began to
grunt and stated that She did not like this as she kicked her desk. Half way through the
worksheet, Jane had to have the balloon on her desk for her to continue working. During a 20
minute period of the observation, Jane was off task 16 minutes and six seconds or 81% of the
time. In addition, Jane told the staff members in the room No a total of 35 times in the hour
and a half observation.
The outcome of the IEP resulted in all members of the IEP team agreeing that additional
services were needed for Jane in the form of a full time one-on-one instructional aide. Janes
mother and the SDC teacher were both pleased with the outcome of the meeting and more

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SOCIAL EMOTIONAL IEP I
importantly Jane will receive the help she needs with the academic curriculum and social skills
necessary to progress in the school setting.