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Making topic expansion a priority in the IEP
Linda Hagood
5/18/2016 2:26 PM
Topic expansion is an important area to include in the IEP. Goals for expanding vocabulary are often found in IEPs,; however, in my experience, these are not usually tied to topics but to norms or curricular expectations, and are often quite difficult to measure. When the topic expansion becomes the goal, it is easier to generate specific vocabulary in daily lesson plans, or to represent on AAC devices as "fringe" vocabulary. In this item,sample IEP objectives are shared.
PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING TOPIC EXPANSION IN THE STUDENT’S IEP.
Here are some examples of goals for topic/ associated vocabulary goals .
Joey is an emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand variety of topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/
choosing, ( at least 3 times per session for each of the 5 activities,in 3 consecutive sessions per activity)
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects (3 consecutive presentations for each of the 5 activities without specific prompts)
Susan is an intentional, symbolic, context dependent communicator. She uses about 50 words/ signs, just to request or protest, only wants to play with iPad or computer games, but will name pictures and objects, and uses a few to request these favorite activities.
Goal: Expand topics for interaction and communication
Objective 1: Susan will engage in 3 turntaking games at computer with peer or adult partner.
Objective 2: Susan will use iPad to take pictures of peers engaged in hands-on leisure and domestic activities, and will participate in labeling those pictures using imitated recorded speech, then sharing those pictures with partners.
Objective 3: Susan will participate in activities which she has helped to photograph or model.
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Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
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Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
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- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
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Mastered
– Does this independently most of the time when the opportunity arises
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Emerging
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–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging