Because autism is a spectrum disorder, the amount of preparation necessary for the transition from elementary school to middle school varies from child to child. Below is an example of one transition plan that helped one child successfully transition into middle school. In particular, the plan addressed recommended steps to be taken during the transition and a summary of the support services that were deemed necessary as part of the transition. Other helpful information regarding transitions is available from the Indiana Resource Center for Autism and Wrightslaw.
IEP Addendum-Necessary supports for Sophie's continued academic and behavioral success.
Sophie is a student with autism who currently attends Elementary School. She will be transitioning to Middle School for the 2007-08 school year. Her team has been working since January 2007 to plan for a successful transition because this is expected to be difficult for her. Team members have completed the following:
Below is a list of Sophie's current services including the rationale behind them:
Part of the transition plan will allow Sophie to spend portions of her school day at Middle School this spring. Some aide training can occur during this time. Sophie's team has determined that this is an important feature of the transition plan, and expect this shadowing feature to be needed for the first quarter of the 2007-08 school year.
Sophie has required intensive support, due to difficulties with behavior, communication, and safety. She has had individualized aide support for much of her school day. The team is continually reassessing this need. Attempts are always made to reduce the amount of aide support needed, and data is available to support her continued need and the team's ongoing efforts to achieve more independence for Sophie.
The team has identified that this high level of support will be necessary at Middle School and want to ensure that the support exists prior to the transition. Team members will meet with the district level administrators to discuss and plan for these needed supports.
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The names of all children in this newsletter have been changed in respect for family confidentiality.
Hand Grenade! Deliver reinforcers like a hand grenade. Instead of giving an M&M, pretend to send it through the air with a whistling sound until it gets to child's mouth then explodes (i.e. you make an exploding sound). Run from the child and toss the (soft) reinforcer back to them.
Reinforcer Presents! Wrap the reinforcer like a real present. Sustain the anticipation by gradually unwrapping across many trials.
When I first heard about ABA and what a home therapy program entailed, my thought was I certainly don't want to be doing this when Charlie is five years old. That was the summer of 1999 and Charlie, who had just turned two years old, had just been diagnosed with autism.