Writing any IEP can be challenging, but writing an IEP for a student with an emotional disturbance can be even trickier.
Whether you are new to writing IEPs or even an IEP writing veteran, the following teacher-tested tips and tricks can make it easier to write an appropriate and effective IEP for students with emotional disturbances.
As with all IEPs, making sure that you have appropriate goals and benchmarks is important for students with emotional disturbances. However, in order to write the best IEP, it is important to delve deeper and look at things that might not make it into an IEP for a student without emotional goals.
Here are some ways to make sure that you are writing the best IEP possible.
It can be very easy to focus on the behavior itself, but it is important to look at and focus on the cause of the behavior in the first place. Not only does this make it easier to define the goals, but it also makes it easier to focus on observable behaviors that indicate progress.
When writing the IEP, be sure to define and explain the terms you use. If you indicate that the student had a “meltdown” define exactly what that behavior looks like. Other common words that may need explanations include tantrums, shut down, defiant, etc.
Not only does this help the teacher who is reading and implementing the IEP, but it also helps the student’s family understand exactly what the IEP is describing.
Many times, although not all, students with emotional disturbances also have sensory-related issues. Take those into consideration and try to find a way to account for them in the IEP.
Look beyond just the special and general education teachers for providing support for the student. The school counselor and others may be able to provide weekly counseling sessions and support.
While it would be wonderful if every child was able to participate in field trips every time, for those students with emotional disturbances, it may be appropriate to have information in the IEP that relates to a day-of behavior evaluation. This ensures that the student’s behavior is safe and appropriate for the trip that day.
Above all else, take the time to build a relationship with the student. Recognizing that beyond the behavior, the student is a child. Spend time talking with him or her and really getting to know the child. Sometimes the students who are struggling the most need the connection even more – in spite of their behavior.
Think of the relationship as a marathon and not a sprint. It will take time to develop, but once you build that relationship, it will be easier to write an IEP that is reflective of the child’s true needs.
Encourage the student to participate in their IEP prior to transition age. This helps them learn self-advocacy skills at an earlier age.
In alignment with teaching self-advocacy skills, you’ll want to teach the student how to recognize their behavioral triggers and how to use coping strategies. Remember that it’s important to teach students how to do these things and continue to model appropriate behaviors.
When writing IEPs, it’s always important to remain student-centered and focus on student strengths. Making IEPs student-focused and strengths-based is essential because it ensures that the plan is meaningful, motivating, and designed to help the student succeed in ways that matter to them.
Focus on what the student can do and use their strengths to build on new skills. And celebrate successes, no matter the size.
If you are struggling to write an IEP for a student with emotional disturbances, do not hesitate to reach out to your supervisor or other special education teachers in your district. They can be challenging to write, but you do not have to do it alone.
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