Understanding IEPs and IEP Meetings

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What is an IEP? 

An IEP is an Individualized Education Plan that can be implemented in the school setting when/if a child qualifies for one. The IEP is individualized to each child and provides accommodations or modifications to their school day to help them succeed in the classroom setting.  

IEP

The IDEA (individuals with disabilities education act) has listed 13 categories of disabilities that qualify a child for an IEP. Those categories are:

  • autism, 
  • deaf-blindness, 
  • deafness, 
  • emotional disturbance, 
  • hearing impairment, 
  • intellectual disabilities, 
  • multiple disabilities, 
  • orthopedic impairment, 
  • other health impairment, 
  • specific learning disabilities, 
  • speech or language impairment (DeLussey S.). 

If you have questions about whether your child may qualify for an IEP, please contact your local school. 

BIP vs. IEP. 

The major similarity between a Behavior Intervention Plan (BIP) and an Individualized Education Plan (IEP) is that they are both legally binding documents. However, there are some significant differences between the two. 

The BIPtargets the management and modification of challenging behaviors that may be seen in the school setting (Hanson J.). It is created by a school psychologist or a board-certified behavior analyst (BCBA) with input from teachers and parents (About Behavioral Intervention Plans). 

An IEP allows the school to target more academic subjects, such as reading, math, writing science, and social studies. However, the IEP can also target social-emotional, speech and language, communication, occupational therapy, and physical therapy if your child needs goals in these areas. 

Similar to the BIP, the IEP has a team of people who collaborate on the document. Typical collaborators on an IEP are parents, general education teachers, special education teachers, speech pathologists, occupational therapists, physical therapists, school psychologists, and any other stakeholders, including outside-of-school district therapists (The IEP Team). 

Leading Up to the IEP Meeting

The IEP team will meet at least once a year to update the goals based on the student’s progress from the previous year, sometimes more if deemed appropriate (When the IEP Team Meets). The most common reason for an IEP meeting outside of the once-a-year meeting is to make an addendum to the current document based on the progress the school is seeing (When the IEP Team Meets). 

Typically, 30-45 days before the IEP meeting, the parent or caregiver will receive a formal invitation to the meeting (DeLussey S.). They may also get a call around this time from the child’s teacher asking what they would like to see targeted on the IEP and their thoughts on the child’s strengths and areas of growth. 

About two weeks before the meeting date, caregivers will receive a draft of the document to review before the meeting (DeLussey S.). When reviewing the draft, it’s important to remember that everything in it is just proposed, and nothing will go into effect until the meeting occurs and the document is signed. 

The IEP Meeting

The IEP meeting can last up to an hour, and everyone on the child’s school team, as well as family (mom, dad, grandma, grandpa, etc.), should be present if appropriate. Additionally, the child may attend the meeting and advocate for themselves if it is deemed appropriate by the family and the school team. 

In the meeting, the teacher will discuss current progress toward goals addressed the prior year (Guide to the Individualized Education Program). They will also discuss proposed goals to address this year and accommodations for state testing your child will receive (Guide to the Individualized Education Program). Additionally, they may discuss any other accommodations that your child may receive during their school day, whether or not the placement is still appropriate for your child, how long the IEP will remain in effect and the dates, how caregivers will receive information on the child’s progress and how often they will get that information (Guide to the Individualized Education Program). 

If caregivers have concerns about the draft document sent home, this meeting is a great time to bring those up and discuss them with the whole team so changes can be made. 

After the Meeting

After changes are made to the IEP as a result of the conversations during the IEP meeting, caregivers may be given the choice to sign the document. Caregivers can sign the document immediately or wait until they receive the Prior written notice. The Prior written notice is a document detailing all the proposed changes made to the IEP and why those changes were made (Joesph N.). If caregivers choose to sign the document, they will still receive a prior written notice detailing the changes made. They will also be given a document, either by email or a physical copy, whichever they choose, and a copy of the procedural safeguards detailing the educational rights afforded to the parent and child. 

The procedural safeguards for CO: https://www.cde.state.co.us/spedlaw/2011proceduralsafeguards

The procedural safeguards for TX: file:///Users/chandlerschotzko/Downloads/Procedural%20Safeguards%20-%20English.pdf

What questions and comments do you have about your child’s IEP?

We’d love to hear from you in the comments below. If you found this post helpful, please feel free to like, share, and follow us for more insightful content on autism and ABA therapy.

If a positive, play-based approach to ABA appeals to you, we invite you to reach out to ABA Connect. The friendly team at ABA Connect is always ready to help answer your questions.

Sources 

DeLussey, S. (2024, April 4). What qualifies a child for an IEP?. The Intentional IEP. https://www.theintentionaliep.com/what-qualifies-child-for-iep/

Kling, J., Fatima, E., Hutter, D., 11, J. K. A., Kling, J., kleist, W., & 21, J. K. F. (2018, November 17). Difference between IEP, Bip, and 504. Alternative Teaching. https://www.alternativeteaching.org/iep-bip-and-504-plans/ 

Hanson, J. (2024, March 1). Qualified experts for writing a BIP: A complete guide. Special Education Journey. https://special-education-journey.com/who-is-qualified-to-write-a-bip/

About behavioral intervention plans (bips). Child Mind Institute. (2021, October 6). https://childmind.org/article/about-behavioral-intervention-plans-bips/

The IEP Team. Center for Parent Information and Resources. (n.d.). https://www.parentcenterhub.org/iep-team/

When the IEP Team Meets. Center for Parent Information and Resources. (n.d.-b). https://www.parentcenterhub.org/meetings/

DeLussey, S. (2024a, March 30). How to prep for an annual IEP meeting. The Intentional IEP. https://www.theintentionaliep.com/prep-for-annual-meeting/

Guide to the individualized education program. US department of Education. (2019, August 30). https://www2.ed.gov/parents/needs/speced/iepguide/index.html

Joseph, N. (2023, October 27). What is a Pwn?. The Law Offices of Nicole Joseph. https://nicolejosephlaw.com/understanding-the-importance-of-a-pwn-or-prior-written-notice/

 

Chandler Schotzko is from Montana, where she was a special education teacher for three years before she and her husband moved to Colorado Springs, CO. She is currently getting her certificate in ABA from Ball State University. She has always had a passion for working with individuals with special needs and autism, as her uncle has Down syndrome, and she spent her childhood volunteering for Special Olympics. She has an elementary teaching degree from the University of Montana Western. When she went to school to get her bachelor’s degree, she always planned on getting her masters in ABA. Her main area of interest is communication and teaching children to communicate their wants and needs to teachers, staff, and family. She hopes to help others the most by continuing to work in early intervention to get children ready for school so they can be successful in the school environment.

 

Creating a Home Environment For Your Child with Autism to Thrive

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As parents of young children with autism, creating a supportive home environment is essential to promoting your child’s development, comfort, and well-being. A home that is tailored to meet the unique needs of your child can significantly and positively impact their daily routines and overall quality of life. In this blog post, we’ll explore tips and strategies to create an autism-friendly home environment based on evidence-based practices and recommendations from peer-reviewed journals.

  1. Establish a Structured Routine: Children with autism thrive on routine and predictability. Establishing a consistent daily schedule can help reduce anxiety and provide a sense of stability for your child. Use visual schedules, timers, and visual cues to help your child understand and anticipate daily activities, such as mealtimes, bedtime, and transitions between activities.
  2. Create Sensory-Friendly Spaces: Many autistic children have sensory sensitivities. Designating sensory-friendly spaces in your home can provide a safe and calming environment for your child. Consider factors such as lighting, noise levels, and tactile stimuli when designing these spaces. Provide sensory toys, weighted blankets, and other sensory tools to help your child regulate their sensory experiences. Click here to learn how to create a sensory box for your child. 
  3. Implement Visual Supports: Visual supports, such as picture schedules, visual timers, and social stories, can help your child understand and navigate their environment more effectively. Use these visual  –tools to reinforce routines, communicate expectations, and teach new skills. They can be particularly helpful for children with limited verbal communication skills.
  4. Foster Communication and Social Interaction: Create opportunities for communication and social interaction within the home environment. Encourage your child to engage in turn-taking games, joint activities, and pretend play with family members. Use visual supports and prompts to facilitate communication and social interactions, and model appropriate social behaviors for your child. Check out our blog for some ideas about the power of play.
  5. Support Independence and Life Skills: Promote independence and life skills by creating a home environment that encourages your child to participate in daily activities. Provide visual supports and adapted tools to help your child learn self-care skills, household chores, and other practical skills. Break tasks down into manageable steps and provide positive reinforcement for their efforts.
  6. Prioritize Safety and Accessibility: Ensure that your home is safe and accessible for your child with autism. Install safety gates, secure furniture and appliances, and remove potential hazards from the environment. Create clear boundaries and designate safe areas for your child to play and explore. Consider the sensory and mobility needs of your child when designing the layout of your home. Click here to learn more

Creating an autism-friendly home environment requires thoughtful planning, patience, and flexibility. By implementing these tips and strategies, you can create a supportive and nurturing environment that promotes your child’s development, comfort, and happiness.

 

References: 

Jones, E. A., & Feeley, K. M. (2016). Systematic Review of the Effects of Person-Centered Approaches to Autism Intervention. Research in Autism Spectrum Disorders, 27, 1–10.

Schaaf, R. C., & Lane, S. J. (2015). Toward a Best-Practice Protocol for Assessment of Sensory Features in ASD. Journal of Autism and Developmental Disorders, 45(5), 1380–1395.

Grandin, T. (1995). Teaching Tips for Children and Adults with Autism. Future Horizons.

Kasari, C., & Lawton, K. (2010). New Directions in Behavioral Treatment of Autism Spectrum Disorders. Current Opinion in Neurology, 23(2), 137–143.

Smith, T., & Iadarola, S. (2015). Evidence Base Update for Autism Spectrum Disorder. Journal of Clinical Child & Adolescent Psychology, 44(6), 897–922.

Anderson, C., & Lawton, K. (2019). Autism Spectrum Disorder in the Home Environment: A Scoping Review of the Literature. Autism: The International Journal of Research and Practice, 23(5), 1111–1124.

Schedules of Reinforcement

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A schedule of reinforcement is a rule that describes how often the occurrence a behavior will receive a reinforcement.  On the two ends of the spectrum of schedules of reinforcement there is continuous reinforcement (CRF) and extinction (EXT).

Continuous reinforcement provides a reinforcement each and every time a behavior is emitted.  If every time you hear the doorbell ring and there is someone on the other side of the door with a package for you, that would continuous reinforcement.

With extinction, a previously reinforced behavior is no longer reinforced at all.  All reinforcement is withdrawn with a schedule of extinction.  An example of this is if every time you go to the grocery store with your child, when they ask for a treat, you give it to them.  One day, you decide to put this behavior into extinction and try to reduce the “asking for candy” behavior by not giving it to them any more.  You are now putting the behavior into extinction, which can have the affect of temporarily increasing aggressive behaviors as a side effect.

Intermittent schedules of reinforcement (INT) are when some, but not all, instances of a behavior are reinforced.  An intermittent schedule of reinforcement can be described as either being a ratio or interval schedule.  Ratio schedules are when a certain number of responses are emitted before reinforcement.  An interval schedule is when a response is reinforced after a certain amount of time since the last reinforcement.  The interval or ratio schedule can be either fixed or variable.  A fixed schedule is when the number of responses or the amount of time remains constant.  A variable schedule is when the number or time between reinforcements changes according to an average.

Post-reinforcement pauses are associated with fixed schedules of reinforcement.  While both fixed ratio and fixed interval show a post-reinforcement pause, the fixed ratio has a high steady rate. This type of schedule shows a scalloped effect when graphed.  This is due to the fact that immediately after the reinforcement is delivered there is a decrease in responding, and before the next scheduled opportunity there is an increase in responding behavior.  Post-reinforcement pauses and scalloped graphed effects are not present with variable schedules and conjunctive schedules of reinforcement.

Compound schedule of reinforcement

Concurrent schedule (conc)
Occurs when 2+ contingencies of reinforcement operate independently and simultaneously for 2+ behaviors.
Uses choice making
Matching Law
3 Types of Interactions associated with concurrent schedules are:

  1. the frequency of reinforcement (i.e. the more frequently a behavior receives reinforcement, the higher the likelihood that responding will increase),
  2. reinforcement vs. punishment (i.e. the behaviors associated with the punishment schedule will decrease, while the behaviors associated with reinforcement schedule will increase), and
  3. reinforcement vs. aversive stimuli (i.e. rate of avoidance responding to the aversive stimuli will increase with the intensity and frequency of the aversive stimulus schedule).

Multiple schedule (mult):

  1. alternating  two or more component schedules of reinforcement for a single response
  2. only has one schedule in effect at any time
  3. uses an Sd to signal that the particular schedule is in effect

Chained schedule (chain): Presents the schedules in a specific order and may use the same or different behaviors for all elements in the chain.

Mixed schedule (mix)

  1. alternating  two or more component schedules of reinforcement for a single response
  2. only has one schedule in effect at any time
  3. NO Sd to signal the schedule in effect

Tandem schedule (tand)

Alternative schedule (alt)

Conjunctive schedule (conj)

Progressive Schedule: Systematically thin each following reinforcement opportunity regardless of the learners behavior.