Additionally, any program the district is suggesting to implement for your child given his/her particular issues needs to be specifically written in the IEP. Such as having a Behavior Goal. The Behavior Goal must describe the student's current performance level, how they will measure progress and how it impacts his/her learning. Do not allow the district to add Behavior somewhere else on the IEP, it needs to be a Goal with Measurements and Objectives. The Behavior Plan must also be attached to the IEP. It is the same with Transitioning. If you child has issues with transitioning from one room to another, walking down the hall, eating in the lunch room, recess, and from one activity to another must be written in the IEP. Because a child on the spectrum has issues in these areas does not mean the district can eliminate these activities from your child's day. That is a violation of discrimination against an individual with a disability and a denial of FAPE. If there is such an issue going on at school like this it must be addressed and be ready for an explanation from the district about their "feelings" about the issue and how they really don't need to document the program or how it is being implemented. Yes, they do need to document it. Remember, if it is not in the IEP, then they don't have to do it legally and you will have no grounds to fight them.

Sorry it the wrong key. lol. As I was saying, ABA/DTT must be implemented as it was designed, it is the only way your child can make progress. Collecting the data is key as well as the teachers/aides being trained in collecting data. In order for you to see any progress the school must provide you with the data sheets which lists the individual initials, the date, the name of the program implemented, type of prompt used, such as; verbal, full or partial physical prompt,etc, how many trials were run on that particular day with that particular individual, which by the way should only be 10 trials. The directions should also include the percent of times that would be considered that the skill was mastered in order to move on to general and maintenance. DTT is the only method currently known if implemented according to the way it was designed to show improvement for children on the spectrum. Does it take time absolutely, however, it is also something that you, the Parent will be able to see. Under FERPA, Family Education Rights and Privacy Act, anything with your child's name on it is considered a part of his school record, especially when it is discussed at a team meeting, I am talking about the Trial Sheets that is used in collecting data. You need more that a picture of a graph or a monthly summary, you need to have the DATA Sheets that was used to create the Monthly Summary and/or the Graphs to support the school district's "theory" as to your child's progress in using DATA Collection. If the school refuses to provide you with actual DATA Sheets, it is a violation of the Student's Record Law 34 CFR sec. 99.00. Check it out for yourself.

ABA/DTT is developed precisely for your child addressing his/her unique needs. ABA/DTT MUST

I am writing books detailing how to access the special education system and parents rights. Follow this link to find out more. My first book relates to initiating the process, however a lot of the procedures listed are a constant that never changes. The 2nd book takes a parent from requesting services through evaluations to the determination of eligibility and developing the IEP. Again, the strategies listed are used all the time a various levels even after it has been determined that your child is eligible for special education.
follow this link; http://www.blurb.com/bookstore/detail/3921598 for more information

Our program (public school) takes 1st probe data and we do a 7 day rentention. We send home data every day and it helps our parents see progress even if its just from prompt level to a another. The communication is there and goals are based in assessment. Sadly, so many programs don't even use assessment to drive the IEP. I don't see how that can be. : /