@A MyAutismTeam Member -

If he is having this issue, then he is not "asymptomatic" at school. Point out to them that not being able to read limits naturally IS a symptom of ASD.

Them telling you to do their work really gets me miffed.

I'd say come back in with the questions I posed on my first post here, and remind them that the IEP is a team effort... politely, of course.

I think you may also benefit by presenting them the "parent letter to staff" resource at OASIS/MAAPS website, if you have not already done so.

http://aspergersyndrome.org/Articles/The-OASIS-...

You might look through this article for points that make a good foundation for IEP goals:
http://aspergersyndrome.org/Articles/Understand...

This article may also help:
http://aspergersyndrome.org/Articles/Blinded-By...

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A MyAutis...

IEP goals ONLY address school issues.

If your child has a behavior that is interfering in his learning or the learning of others, then a goal should be written to address it, as well as accommodations/modifications to guide his behavior.

It depends on what state, and what school district, as to which staff is the go-to person for writing such goals, how the goals will be phrased, and so on.

Plan your questions and comments to the IEP committee regarding these behaviors in terms of what you know about what is happening at school between him and peers.

The following questions need to be addressed:

Is the problem a skill he doesn't have but is able to learn, or is it something that is beyond his perceptions?

If he can learn a skill to address this, a goal should be written.

If he is unable to perceive and process enough information in these social exchanges to learn a skill, can he be taught to stop when a certain behavior he can perceive does happen? If so, a goal should be written.

If he cannot do either of these things, then his accommodations supports need to be set up to provide an outside source for the behavior control... in other words, staff directly stopping the behaviors before they get out of control and steering him to a positive replacement activity.

@EvelynRepass - Everyone has different behaviors in different environments. It is just that people who are "outside the norm," have things noticed more intensely by others. If he is doing a behavior at home you find difficult to live with, you can guide him toward something less difficult and more accommodating toward your own needs, by figuring out what the behavior does for him.

First thing to consider with someone with autism is sensory needs... look at the stimuli in your home for all seven senses (including proprioceptive and vestibular). Is something too "loud" or "soft" for one or more of his senses?

In other words, what things are around him, and/or happening before he starts to show the behavior?

THEN look at his access to his preferred activities. Does the behavior increase his access to them?

Finally, consider what behaviors you would want to see instead, that ALSO help him with his sensory needs. For example, telling him to stop doesn't give him the input he needs. What can he do to get similar input instead?

Link access to a preferred activity for showing the new behavior.

If you are unsure, an occupational therapist or an autism specialist (psychologist or special ed teacher) can help you figure it out.

@A MyAutismTeam Member, thanks your your responses. I just realized how close to home your question was @A MyAutismTeam Member. However, my son's school doesn't see the behavior. I have to wonder if I'm just being too tolerant and contributing to his behavior, if he can control it at school.

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A MyAutis...

A MyAutis...

Michelle,
Thanks for responding. This issue occurs at school as well. There have been several occurrences in the last two weeks, notes home, and "warning" calls from school.
Since it is a manifestation of his condition, interferes at school i.e. last time was "off task" when it happened, it is appropriate to write into his IEP.
The current IEP team we have says my son is asymptomatic of ASD while at school, so I must walk in with a suggestion for a goal in addition to documentation of the issue.