Parent Training Report – Cover Page

Student’s Name:John Smith

Date of Birth:04/05/06

Date of Report:06/22/15

Provider(s):

Student IEP Classification: Autism

District: Everytown District

Service Type:Behavior Intervention

IEP Frequency (weekly/monthly/total): 5x120 weekly

Service Location:Student’s home

IEP Dates of Service: 09/02/14 – 06/26/15

Area of Need/Concern / 1st Review
Date November 1, 2014 / 2nd Review
Date January 9, 2015 / 3rd ANNUAL REVIEW
Date March 5, 2015 / 4th Review
Date June 6, 2015
Socialization:
John has a difficult time understanding social cues. His perception of things are frequently misconstrued. / Strategy being used:
Working with the parent to facilitate more social situations within the house (i.e. engaging in conversation around the dinner table, discussing everyone’s day etc.). The parent reports that John has difficulty identifying appropriate behaviors that should be displayed in social scenarios. / Strategy being used:
I modeled for the parent how to discuss social situations and how to discuss with John what the appropriate behaviors could be for a specific scenario. John needs assistance in understanding social cues and how to perceive other’s behaviors. / Strategy being used:
A strategy used during sessions is a social skills board game. It has four categories for socialization including; communication, and presents questions and scenarios to think about. As each of us select and read a card, we discuss the scenario and discuss what is socially appropriate. Social stories have recently been incorporated into sessions as well.
Parents are encouraged engage John in this game at least three times a week. Parents were also educated in how to review with John what others may be thinking or feeling in certain situations. / Strategy being used:
Parents have followed up with playing the board game with John. John is doing better with more appropriately identifying his behaviors and others within given scenarios.
Area of Need/Concern / 1st Review
Date November 1, 2014 / 2nd Review
Date January 9, 2015 / 3rd ANNUAL REVIEW
Date March 5, 2015 / 4th Review
Date June 6, 2015
Coping Strategies:
John frequently gets frustrated with himself if he cannot do something or finds a task difficult. / Strategy being used:
I work with the parent to model strategies involving helping John to engage in breathing exercises to help decrease frustration and remain calm. We defined “calm” as refraining from yelling, cursing, and dropping to the floor. / Strategy being used:
The parents have reported the breathing exercises to be helpful. However, following the breathing he still is a bit frustrated in that he blames himself for not being able to complete a task. We are working on encouraging John to ask for help and that asking for help is always ok. / Strategy being used:
When John displays frustration we work on him talking it out and not being too hard on himself. We place a strong emphasis on his value as an individual as he often has difficulty understanding such. Parents are keeping a journal of both situations in which John becomes frustrated and documenting the setting events. / Strategy being used:
In building on the previously mentioned strategy, we work with John to use a counting method in order to calm down before discussing his feelings and working through the frustration. This seems to be helping, John recognizes how he is feeling and what he can do to calm himself.
Area of Need/Concern / 1st Review
Date November 1, 2014 / 2nd Review
Date January 9, 2015 / 3rd ANNUAL REVIEW
Date March 5, 2015 / 4th Review
Date June 6, 2015
Strategy being used: / Strategy being used: / Strategy being used: / Strategy being used:
Area of Need/Concern / 1st Review
Date November 1, 2014 / 2nd Review
Date January 9, 2015 / 3rd ANNUAL REVIEW
Date March 5, 2015 / 4th Review
Date June 6, 2015
Strategy being used: / Strategy being used: / Strategy being used: / Strategy being used:

Special Note:

Summary & Recommendations:

Overall, Mr. and Mrs. Smith have demonstrate strong follow through with strategies presented and modeled. New strategies will continue to be explored.

It is further recommended that the above information be reviewed and considered by the Committee on Special Education (CSE). Any final determination of services will be made by the CSE, and based on the input of all of those working with the student across the home and school settings.