Tuesday we had an addendum IEP meeting to continue R’s ABA services. When she had her initial evaluation with the SDs ABA provider they were not happy with our former provider’s programming, data taking and they felt that R. could have made more progress if the program direction was better. So for her initial IEP they approved six months with a provision to review.
They approved continuation of the ABA, which I thought they would, but you never know. They also took some time to add in additional goals. The teacher asked for a behavior plan for when R is chewing on books (more of a problem lately). She said that she had been taking away the book and offering a chewy toy, but she felt that we should be modeling appropriate behavior with the book instead of taking it away. The ABA supervisor set up a behavior plan that says, when she chews on a book to stop her, get her to spit out anything in her mouth (she actually cooperates with this, she knows she should not chew on a book) and then get her to look at the book properly, once she does this give her a chewy toy. I guess this means that I’ll actually have to buy some of those chewy toys.
I asked about self-help skills, and they added IEP goals for removing her jacket, independent hand washing, and nose blowing. They also added goals for drinking from a straw and an open cup. She uses a straw cup with a soft straw all the time, but she won’t drink from a regular hard straw or even a juice box. I know she knows how to drink from an open cup but she thinks it is more fun to dump it.
We discussed potty training, it is on her IEP. I know she is not ready yet, but I was looking for advice regarding the first goal which is R. letting us know when she needs a diaper change. The teacher suggested having R. wear underwear underneath her diaper to see if she would try to take it off or let us know when she’s wet. I’m going to have to find Elmo underwear.
We also had our monthly ABA team meeting this week. We used to have the meeting at the school, but now we have it at their offices (they are part of the SD, in one of the administrative buildings). R. actually really likes going, they have fun toys and she seems to find it amusing to have us all sitting in one room.
The behaviorist said that based on her observations that R. had decent play skills. She had decided not to add any additional play skill programs. But the teacher said that R. is not showing any of these play skills at school, even though they have similar toys. So the behaviorist is adding a symbolic play program using Little People that she has at home and school in hopes that she will begin to generalize.
We discussed the other additions to the IEP and went over the programs. They had a jack in the box among the toys in the room and R. was very interested. I don’t think she has ever seen one before. She did not like the music it played and would turn the crank and then cover her ears. After awhile she figured out how to open the top without using the crank. The behaviorist asked if we wanted them to address her putting her fingers in her ears. I said that I did not. It is something new that she is doing, so it could be a phase. And I think that if she is bothered by sounds, putting her fingers in her ears is a great improvement over screaming or crying.