His IEP is almost done, and I didn't want anyone to think this journey ended with him skipping off to first grade-so I wanted to quickly share what the plan is for next year, and some developments in Mason's personality.
Before I go into the IEP, I want to discuss a little about "repetitive behaviors".
"Repetitive Behavior" is a criteria that is needed for a person to have a diagnosis of autism.
Mason has always displayed some type of repetitive behavior-as a baby and toddler he would spin objects, and he was obsessed with the alphabet. (You can read about these obsessions early in my blog).
Now that he is talking (and seriously...the kid does not stop talking) he repetitively talks about the same subjects over and over. Specifically- birthdays, ages, important dates. He wakes up every day and asks me how old I am and when my birthday is...even though he knows the answer. When it is someone's upcoming birthday, he talks about it non stop. He knows everyone's birthday I am pretty sure in the whole school!
Anyway I have recently come to find out that if you tell him your birthday and it has already passed from this year...he can tell you what day of the week it fell on. At first I thought he was calendar calculating, but what I actually think he is doing is he can remember an important event close to the birthday in quesiton, and do some crazy counting in his head and figure out the birthday from there. For example-His birthday was March 1st and was on Wednesday (I had to go look LMAO) if someone says their birthday was March 10, he does some math in his head and right away can tell the day of the week.
He also remembers every important event (important to him)-the date and the day of the week. And he will never forget it. So I think that he has so many birthdays memorized in his head that if a random person tells him their birthday he has enough dates to use as a starting point.
Anyway-my point is...my child is brilliant.LOL hehe. No seriously I really think it is interesting and just wanted to add it to this blog.
Now... On to the IEP...
Mason's team at his current school 100% felt he was ready to mainstream. Academically he is ready for 1st grade. So basically I am going to just list the evaluations he had, who they were done by, the outcome, and the IEP.
Now the psychological Evaluation for the most part was difficult to get through, Like...SUPER HARD. I have a kid that can calculate dates in his head and had to read this:
"Mason's overall cognitive abilities are within the low average range with a full scale IQ score of 81, as assessed by the Wechsler Preschool and Primary Scale of intelligence-4th addition. Mason's verbal comprehension, visual spatial and processing speed abilities are within the very low range. Fluid reasoning ability is low average. A relative strength emerged in his average working memory ability."
Other than the last sentence (which was not a surprise) I think it took me a whole week to get over reading that paragraph.
Here is some information regarding IQ values: (And I know I shouldn't "pay attention to the scores yada yada yada, however it is his score and I am not going to pretend the school did it to offend me or something. It is what it is and it is a part of this journey so I am posting about it. Mason's score and meaning is in bold.)
140 and above- genius. approximately 0.2% of population have this IQ
131-140-exceptionally high. 3% if population have this IQ
121-130- highly above average. 6% of the population have this IQ
111-120-above average intelligence. 12% of the population have this IQ
101-110-high average. 25% of the population
91-100-average intelligence. 25% of the population have this IQ
81-90- slightly below average intelligence. 10% of the population have this IQ
71-80- lower level of intellectual disability. 1/10th of the population have this IQ
51-70-slight intellectual disability
21-50-mid level intellectual disability
Up to 20- High level of intellectual disability
According to the Young Children's Achievement's Test, Mason's reading, writing and math scores are in the average range. His general information and spoken language skills are within below average range.
Two subtests from the Woodcock Reading Mastery Test were administered to Mason to assess his ability to identify letters and phonological awareness. Mason performed in the average range on both subtests.
Anyway that basically the summary of the Psychological Evaluation. There is other information like description of the eval, how scoring is done etc... The only good thing I can take away from this (information from a friend who is a child psychologist) is that when Mason was 3, he had a similar IQ test done and he scored a 69 which is severely delayed. If he was still scoring that low, there would be major cause for concern. His score now is 81 which is low average....which is different from BELOW average. From her perspective, this shows immense growth the last 3 years and she said most likely his language delay played a part in the low score.
Which brings me to the Speech and Language Evaluation:
The CELF:5 was administered to assess overall Language Abilities. (blah blah blab boring info about the test. google if you want to know more about the test, I don't feel like typing all that out).Sentence Comprehension: This subtest is designated to evaluate the student's ability to interpret spoken sentences of increasing length and complexity. Mason scored in the low average range on this subtest, placing him in the 16th percentile when compared to same age peers. Mason displayed the most difficulty with prepositional phrases, modifications, and compound. Mason was cooperative and attentive.
Word Structure: Mason received a scale score of 6 placing him in the below average range.Mason displayed difficulty with irregular plurals and past tense, objective and subjective pronouns, future tense, comparative and contractible and uncontractible copulas. Areas which require and expressive response appear more difficult for Mason while testing.
Formulating Sentences: Mason scored a scale score of 6 on this subtest placing him in the 9th percentile compared to same age peers.
Recalling Sentences: Mason scored a scale of 7 on this subtest, placing him in the low average range when compared to same age peers.
Expressive One Word Picture Vocabulary Test: Mason received a standard score of 104 placing him in the average range compared to same age peers.
Next in the eval is the VB-MAPP which I don't understand. And DANG there is a lot of info!
Wow there is a lot more information in this VB-MAPP. Ok skipping for lack of understanding.
So..those were my summaries of the evaluations and the results. Now on to the IEP...
Mason's educational diagnosis is Autism due to meeting the following criteria:
- Engagement in repetitive behaviors
- Engagement in stereotyped movements
- Resistance to environmental changes or change in daily routine
- Unusual response to sensory experiences and lack of responsiveness to others.
Based on the evaluations, Mason has goals that he has to meet by the end of the year in areas of Language Arts, Functional, Math, Speech/Language. (I don't feel like typing them out) but they are things he should be able to do in 1st grade. If anyone has no life and is interested in the goals, message me because I don't feel like typing. (Seriously...this eval is 20 pages)
Mason will be in a general education class with a 1:1 aide for specials (art, gym etc...), arrival, dismissal, hallway, homeroom, lunch, recess. He will be in a much smaller special ed classroom with his 1:1 for Math, phonic, reading, writing, and he will have a Skills for Success class for 45 minutes a day in the special ed class. There will be group speech in the Skills for Success class.
He will get Group Speech and individual speech twice a week for 50 minutes total. (Note- Mason will not be working on "speech" but more language/pragmatics). He has goals he will meet by the end of the year.
I loved reading this part of the exam where they describe Mason at the end based on interviewing/ interacting with him:
Mason loves birthdays, his favorite colors, Cat and the Hat, Christmas, and his Ipad. Mason loves star wars, angry birds, and bob the train. Mason loves his snowman family, and has Christmas toys out all year round. Mason's interests include basketball, airplanes with banners, trains, Christmas, and swimming.Mason is interested in and has a wonderful memory of calendar dates.
So...that is that. Reading through it was difficult however he mostly scored "low average" in everything so I guess that is equivalent to C-. Considering 3 years ago he scored...like in the negative percentile, this can be considered progress. I believe he will continue to make progress-as language becomes easier for him, I think we will see these test scores continue to go up.
Well that is the IEP. Blog started in December 2012 and I had NO IDEA what the F was going on.
In September 2017 Mason will be mainstreamed into 1st grade with a 1:1 aide, be in a general ed class for part of the day and special ed for part of the day. He will get pulled out for speech/language and also we currently have an OT eval pending. The school also has a BCBA who will work closely with the staff. Lots and Lots of goals are listed for this year!!!
Phew-that was long.
And onward we go!!!