IEP Behavior Assessment Questions

You fill it out for "not school", they have that covered. You have to average everything outside of school dropping off outliers. What I mean is they don't sit through mass, drop that, no kid wants to sit through mass. They are perfect while playing video games, drop that, all kids are good playing video games. The middle, that is what you report. If they give you a spot to elaborate then do so.
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I want to add, does she have a doctor? Granted I filled everything out myself but if I were in doubt I would have called their psychiatrist. The other nice thing is the doctor will fill out an addition form based on their assessment. The more info the better the IEP

You would answer for the OVERALL behavior that YOU witness first all see.

So, "provides name when asked" - the answer would be NO, because SOME OF THE TIME (when in public) she does not.

You wouldn't know what she does at school, *first hand*, so you don't address any of that behavior. But at home and when you are out in public society.... take the behavior you see there and answer that way.

Responding as a School Psychologist and Supervisor of Special Education...

1. You respond as THE PARENT. If you read the instructions they ask you to respond with a "typical response" in mind. There is a "sometimes" option. Use that one for your example.

2. You don't ask for an IEP. You request an evaluation. Selective Mutism does not automatically require special education services. Your district will look at multiple data points and see whether or not there is substantial educational impact.

3. They will look at assessment results as well as answers to more qualitative questions. Is your child significantly behind? What else has been tried? What services will be provided through Special Education that are NOT accessible through other means?

Special Education doesn't "cost them more money". That's a huge misconception. In fact, students with IEP's bring money INTO a district. Also keep in mind that the success rate for IEP students is pretty damn crappy... I admit to that openly. Our graduation rate is poor and the labels stick.

If I was your school's Eligibility Chair, I would be looking for all other options to support an otherwise capable child who is experiencing an emotional/anxiety based disorder that is impacting her ability to express her understanding. Having an IEP with "Emotionally Disabled" as a classification has long-term ramifications that you can't imagine at this point.

Really really think this through. Your district is doing the right thing and you are seeing a very short-distance view of classification. Cost isn't a factor- you have been misinformed. The major factor here is that Special Education is for students who are educationally disabled and who cannot progress within the curriculum without specially designed instruction...

If I was in your shoes, I would be requesting a Section 504 accommodation plan that would include program modification, testing accommodations and school-based counseling.

Answer the questions for when she is with you specifically. Answer using the scale. Since she doesn't provide her name a significant portion of the time when asked, then you indicate it on the scale on the "no" end. You don't need to indicate if it's at home or in public unless the question specifies such.

Do NOT answer for behaviors at school, though, because you're not with her at school.

The PPT Team will recognize that some behaviors are better at home and some are worse. They're already prepared for that since most of them will have a special education background and training.

Hi M. aswer the questions authentically. She will get the services she needs. Don't over think these assessments and try to overcompensate for the what you you think the teachers will say to try to get the outcome you THINK you want. That's why they have school psychologists and the assessment process. So someone objective may gather the data from all involved and help the team make an informed decision. Trust in the process. The goal is to get your child the accomodations she needs to make it through school, not to work the system or show some side of her they dont see. Everyone has the same goal - figure out how to help your kid. Or they wouldnt have bothered with starting the process in the first place. Answer the questions honestly on the BASC and And trust the process.
(School counselor side of me talking!) See yourselves as a partner with the school, not as someone with special knowledge of things from "the other side" and you'll have a much better go of it, I promise!

I don't know about your school district but I tried to get early intervention(speech) for my daughter and they gave me the run around like no ones business. They wanted a let's wait and see, children usually correct themselves at 3 approach.
I was lucky enough to have a woman in my neighborhood who worked in the departPment (OT, not speech) pull me aside at a neighborhood event and tell me that when in doubt about a question ALWAYS go with the lowest score b/ they put MORE weight on what the parents information is than the school b/c " the parents know their child better".
So,when I read a question about "do others understand her".... Well, yeah, we understood her b/c we knew the context and were familiar with her little quirks re: her speech. So I answered those questions with the mind set of " if she were in an emergency situation or just out in public and needed help would a stranger know what she was saying/ asking? NO Was the answer 9 out of 10 times. The district had pushed us back for so long that we now needed 2 scores to be low for her to get help. If I hadn't,t of answered the questions from the point of view that I had, she would not have qualified.
Ironically this was the same timeframe that we did her K evaluation. She got a 32 out of 33 on that, but the evaluator asked if she could do a language assessment , to which I answered yes. My daughter scored at about 1/4 of the level she should have been( from a pronunciation stand point ). It took an extra week to get this score to the IEP team and in that timeframe - even though we had the 2 points we needed for services- they still had a watch and wait as one of their recommendations. Unbelievable .

DO Not give then any reason to deny services. Answer as if your child is in a situation where she needs help and ask yourself " what would she do" and give them that answer because that is the goal of all of this right? For your child to be able to communicate out in the world.. You already know she can do it at home. Good luck.