Questions about IEPs for ADHD/sensory disorder kids

[Anonymous]

First, I'm wondering if people typically begin medication before or after implementation of an IEP. Our child is just in K but was diagnosed last year. Have not started medication yet, but we feel it is the next step (and it is also being suggested by his psych). We have already met with the school and implemented some accommodations/interventions this year (e.g., special chair for rug and movin sit cushion for chair, privacy screen for table work, weighted vest, behavior contracts). Many of his behaviors have improved, but there are still some impulsivity/personal space issues, and the attentional problems are not really alleviated by these interventions (except for the privacy screen, which is helping ever so slightly). So we are sort of at this juncture, trying to figure out what's next. Basically, we (and his psych and OT) feel that he needs an IEP, plus medication. But I'm wondering what other things we could possibly include in an IEP at this point, as we've already implemented quite a bit. Do we try medication first and then revisit the IEP idea after we see what issues are helped? He is a very bright kid and seems interested in learning, but he has an extremely difficult time sitting still and completing tasks (or he will rush through them and produce really sloppy work), especially if they are "boring."

If anyone has an IEP for a young child (e.g., K-1), what does it look like?

[Anonymous]

Mine had an IEP prior to entering kindergarten and still has it. I can't think of anything other than what you've mentioned that's on his IEP. The only difference is that with my son, because he has an IEP they have to provide everything that's in it to him. So, it's an added level of protection.

[Anonymous]

I agree with the PP that the IEP rovides a greater level of protection for your DS. Some people think that the goals of the IEP must be academic rlated but that's not true. In the younger years, my kids had goals related to impulse control (must raise hand and WAIT to be called upon), sustain a conversation for 4 exhanges on a non-preferred topic, generate 2 appropriate alternatives in social situations, etc. The goals don't have to be related to reading/writing/math. They're supposed to help the child better access the curricula. Certainly if a child is having social challenges, it will affect his ability to interact appropriately with his peers and thus not allow him to fully participate in the classroom. I'm not trying to suggest your DS has social challenges but (mine certainly do!) just don't limit yourself.

The IEP process and initiation of medication can be concurrent. I doubt very much that medication will eliminate all symptoms of your DS's ADHD so you should seek to get his supports written into the IEP. At that age, my DS had 'attending' goals such as:

"Johnny will attend to a familiar academic task for 10 minutes, three times a day on 10 occurances per quarter."
"Utilizing a behavior chart and timer, Johnny will begin a familiar task with only one prompt and work on it consistently to its logical conclusion, asking for help only when necessary on two time per day on 8 observed trials per quarter.
"Johnny will attend to an unfamiliar academic task for 5 minutes, three times a day on 10 occurances per quarter."

You got the idea, yeah?

[Anonymous]

I'm beginning to call bullshit on so many posts about starting medication. There's a new post every day here regarding medication...I think it's the same poster.

[Anonymous]

Thanks all (except 15:41). I like the idea of a timer. We'll discuss that at the next meeting.