How to Use Correct Wording When Writing an IEP

Writing Individualized Education Programs (IEPs) can be challenging, especially when it comes to using the correct terminology and phrasing. The way we describe a student’s behaviors and needs is crucial for clarity and understanding among educators, parents, and specialists on the IEP team. Here are some effective strategies and phrases to help you articulate observations in a professional manner while still making them easy for other team members to understand.

Observing Without Judgment

It’s important to note that behaviors should be described objectively, without emotional language or judgment. This helps everyone involved understand the student’s needs without bias and can prevent families from becoming defensive. For example:

• Instead of saying: “The student throws tantrums when they don’t get their way.”
• Use: “When denied access to preferred items (i.e., _____), the student displays challenging behaviors including crying, stomping feet, and physical aggression towards others.”

This approach focuses on observable actions rather than subjective interpretations. It also makes it easier for families to understand as they may see the same behaviors at home.

Describing Behaviors

When documenting behaviors in an IEP, it’s essential to be as specific as possible. Here are a few examples of how to frame your observations:

• General Behavior Description: “The student struggles to regulate their emotions and feelings in an age-appropriate way. They have been observed throwing chairs and engaging in other disruptive behaviors during times of frustration.”
• Task-Related Behaviors: “When presented with a non-preferred task, the student will stomp feet, tip chairs, and attempt to elope from the room.”

By detailing specific actions, you provide clear information that can aid in developing appropriate interventions. It gives the entire IEP team a visual image of what is happening and removes speculation.

Understanding Behavioral Triggers

Recognizing the context of a student’s behavior is key to helping prevent certain behaviors. Document any patterns you observe regarding triggers:

• Example: “Dysregulation occurs most often during non-preferred tasks or transitions from preferred activities.”

This helps create a clearer picture of when and why certain behaviors may arise. This can be exceptionally helpful for managing those times and helping redirect the child so as to reduce the unwanted behavior.

Age-Appropriate Expectations

It’s helpful to distinguish between behaviors that are age-appropriate and those that are not. You might say:

• For Social Skills Deficits: “The student displays age-inappropriate social behaviors when interacting with peers and adults.”

When discussing behaviors that may seem immature, it’s beneficial to relate them to specific skills the student may need to develop rather than labeling them as “babyish.”

Using Neutral Language

Avoid using subjective terms like “tantrum” or “meltdown.” Instead, opt for more neutral descriptions:

• Example: “The student exhibits unexpected behaviors (such as tipping/throwing chairs or kicking items) when they do not get their way.”

This framing avoids potential misunderstandings and keeps the focus on the behavior itself.

Setting Goals

When setting goals in the IEP, describe expected behaviors clearly:

• Example Goal: “When given a non-preferred task, the child will respond appropriately 80% of the time, which includes following directions without disruption.”

This provides a measurable target for progress evaluation. It tells exactly what the child is striving for and how often. The IEP Toolkit is especially helpful for making sure that you have goals that are on-point for your students!

Here is a short snippet from one of the trainings inside of TII membership about IEP goals and objectives:

The membership also provides guidance on writing IEPs with parents in mind which can be helpful in understanding the wording to use when writing IEPs.

By joining the membership, individuals also gain access to an extensive library of over 13,000 pre-written IEP goals, empowering them with a wealth of options to support their students’ unique needs.

Learn more and become a member of The Intentional IEP today!

Correct wording in IEPs is crucial for accurately communicating a student’s needs and behaviors. By focusing on objective observations, specific behaviors, understanding triggers, and using neutral language, you can create a comprehensive IEP that serves both the student and the educational team effectively. Remember, the goal is to ensure clarity and understanding so that all parties can work together to support the student’s growth.

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