An Individual Education Plan is an individualized education plan for children, adolescents, or adults if enrolled in a Special Education Program. An IEP is an important legally binding document—parents/guardians should pay close attention to its development and implementation.

IEPs and ETRs go hand in hand. The IEP is based on the ETR. Our goal is to help families understand special education. We’ll begin with two important documents – the Evaluation Team Report (ETR) and the Individualized Education Program (IEP). These documents should clearly outline your child’s educational background, needs, and goals.

The Evaluation Team Report (ETR), also known as a Multifactored Evaluation (MFE), is a thorough document created by the education team in response to a parent/guardian’s request. It encompasses input and assessments from special education teachers, physical/occupational/speech therapists, school psychologists, and other professionals.

Who qualifies for an IEP?

It should be noted that not all students with a learning disability will receive special education services with an individualized education program (IEP). There are 13 conditions that are covered by the IDEA Individuals with Disabilities Education Act:

• Specific learning disability (such as dyslexia)
• Other health impairments (such as Attention Deficit Hyperactivity Disorder)
• Autism Spectrum Disorder (ASD)
• Emotional disturbance (such as depression)
• Speech or language impairment
• Visual impairment, including blindness
• Deafness
• Hearing impairment
• Deaf-blindness
• Orthopedic impairment (such as cerebral palsy)
• Intellectual disability
• Traumatic brain injury
• Multiple disabilities

Key Components of an IEP

Key components include:

• Present Levels of Academic Achievement and Functional Performance (PLAAFP): Describes the child’s current abilities.
• Annual Goals: Measurable academic and functional objectives.
• Special Education and Related Services: Specific services provided to the child.
• Participation with Non-Disabled Children: Extent of inclusion in regular education settings.
• Participation in State and District-Wide Tests: Accommodations or alternate assessments.
• Dates and Places: When services begin, frequency, location, and duration.
• Transition Services: For students aged 16 and above, planning for post-secondary goals.

IEP Team Composition

The development of an Individualized Education Program (IEP) is a collaborative effort designed to ensure that every child with a disability receives the appropriate support and services to thrive in their educational environment. The IEP Team plays a crucial role in this process, and its composition is both strategic and mandated under the Individuals with Disabilities Education Act (IDEA).Typically, the team includes:​

• The child’s parents or guardians.
  Parents are considered equal partners in the IEP process. Their insights about their child’s strengths, challenges, history, and personality are invaluable in shaping a program that reflects both academic and personal growth goals. They help ensure the IEP aligns with family priorities and expectations.
• At least one general education teacher.
  If the child is (or may be) participating in the general education classroom, at least one of their general ed teachers must be part of the team. This teacher helps the team understand how the child will engage with standard curriculum and what supports might be needed to ensure success in that environment.
• At least one special education teacher.
  This educator offers a deep understanding of how to tailor teaching methods to support the student’s unique learning needs. They play a lead role in developing the IEP goals and identifying the special education services that will be provided.
• A school district representative.
  Often a principal or special education coordinator, this person is qualified to provide or supervise the provision of special education services. They also ensure the IEP aligns with district resources and policies.
• An individual who can interpret evaluation results.
  This person may be a school psychologist, diagnostician, or another qualified professional. They help the team understand what the test results mean for the student’s academic performance and needs, providing a foundation for creating measurable goals.
• Others with knowledge or expertise about the child, as invited by the parent (School Advocate) or school (Optional).
  At the discretion of the parents or school, others may be invited to join the team. These might include a therapist, private tutor, behavioral specialist, or a school advocate — someone who helps parents navigate the IEP process and ensures the child’s rights are protected.
• The child, when appropriate.​
  Especially for older students (typically 14+), participating in their own IEP meeting fosters self-advocacy and independence. Their voice can inform goals related to career readiness, transition planning, or specific supports they feel they need.

The IEP process is built on the principle that no single individual has all the answers. Bringing together professionals, parents, and even the student ensures a 360° understanding of the child and creates a plan that is both educationally sound and personally meaningful. Collaboration leads to stronger support, better communication, and ultimately, better outcomes for the student.

IEP Development Process

A step-by-step overview of how an IEP is created and implemented:​

1. Referral: A request for evaluation is made.
2. Evaluation: Assessments determine eligibility.
3. Eligibility Determination: The team decides if the child qualifies for special education.
4. IEP Meeting: The team develops the IEP.
5. Implementation: Services outlined in the IEP begin.
6. Review and Revision: The IEP is reviewed at least annually and revised as needed.​

How often are changes made to an IEP?

The school must review your child’s IEP on a yearly basis to discuss goals, programs, and services. Parents can also request a progress meeting before the yearly review if they have any concerns. Re-evaluation for special education eligibility must be considered by the IEP team every three years.

LeafWing can help identify the essential services needed for your child’s IEP Plan to ensure success in a school setting. Please consult your BCBA for assistance. Additionally, LeafWing Center can provide guidance in achieving the goals outlined in the IEP.

Key points to remember about the IEP

• After the ETR is finished, the IEP team creates a written document called the IEP within 30 days. This document is specifically tailored to address the educational needs of a student with disabilities.
• The IEP serves as a program that outlines the child’s current strengths, needs, present levels, goals, and services.
• Parent/guardian input is gathered when creating the IEP. Other IEP team members include intervention specialists, general education teacher(s), and therapist(s).
• Intervention specialists in the child’s public school district must annually write, present, and finalize IEPs for all qualifying students.
• If your child has an Individualized Education Program (IEP), they also have an Evaluation Team Report (ETR). To obtain a copy of either document, don’t hesitate to get in touch with your local school district and request one. Both the IEP and ETR must be provided to the parent/guardian.

Related Glossary Terms

• ABLLS Assessment
• FAPE
• Inclusive Classroom
• LRE
• Main-Stream
• Triennial IEP



A self-contained classroom typically has a smaller teacher-to-student ratio than an inclusive classroom. It is taught by a Special Education teacher who has a degree in Special Education with the inclusion of at least one trained paraprofessional.

The self-contained classroom is a specialized learning environment where special education teachers support students with significant cognitive, emotional, and/or physical delays.

Benefits of Self-Contained Classroom:

• personalize learning
• increase social interaction and a sense of belonging for students with diverse needs
• helps teachers understand students better
• support those with disabilities

Challenges of Self-Contained Classroom:

• limited resources
• accommodate varied learning needs
• find a balance between individualized teaching and group work

What is the Purpose of a Self-Contained Classroom?

The purpose of a self-contained classroom is to provide a tailored educational environment that meets the unique needs of students who may struggle to thrive in a general education setting. These classrooms are designed to:

1. Offer Specialized Instruction: The curriculum is adapted to suit the students’ abilities, ensuring they receive an education that aligns with their developmental and academic levels. Teachers use targeted strategies and tools to support learning, including visual aids, assistive technology, and modified lesson plans.
2. Create a Supportive Environment: Self-contained classrooms often feature smaller student-to-teacher ratios, enabling educators to give individualized attention. This setting reduces the sensory and social demands that might overwhelm students in larger, more complex general education environments.
3. Promote Skill Development: These classrooms focus not only on academics but also on developing life skills, social-emotional growth, and behavior management strategies that prepare students for greater independence.
4. Ensure Student Success: For some students, the tailored setting of a self-contained classroom provides the best opportunity to achieve academic and personal goals at their own pace.

What is the Difference Between Self-Contained and Inclusion Classrooms?

The primary distinction between self-contained and inclusion classrooms lies in their structure and the level of integration between students with special needs and their typically developing peers.

1. Self-Contained Classrooms:
   • These are specialized environments where students with similar educational or developmental needs learn together, often with fewer students per teacher. The curriculum, pace, and teaching strategies are tailored specifically to meet the needs of the students in that classroom.
   • Students in self-contained classrooms may spend the majority, if not all, of their school day in this setting, with minimal interaction with the broader school population.
   • Teachers in self-contained classrooms often hold specialized certifications in special education and use individualized instruction to meet the unique needs of each student.
2. Inclusion Classrooms:
   • Inclusion classrooms, also known as mainstream classrooms, integrate students with disabilities into general education settings alongside their peers without disabilities. Support services, such as a special education co-teacher or an aide, are provided to help meet the diverse needs of all students.
   • The goal of inclusion is to provide students with disabilities access to the general education curriculum while promoting social interaction and a sense of belonging with their peers.
   • Inclusion focuses on fostering a collaborative environment where all students, regardless of their abilities, can learn together.

The decision between placing a student in a self-contained or inclusion classroom depends on their specific needs, the nature and severity of their disability, and their Individualized Education Program (IEP).

When is a Self-Contained Classroom Appropriate?

A self-contained classroom is appropriate for students whose needs cannot be adequately met in an inclusion setting, even with additional support. These may include students with:

• Significant learning disabilities or developmental delays.
• Autism spectrum disorder (ASD) that requires intensive intervention.
• Emotional or behavioral disorders that impact their ability to function in a general education environment.
• Multiple disabilities that require a highly specialized educational program.

The decision to place a child in a self-contained classroom is made collaboratively by the IEP team, which includes parents, teachers, special education staff, and other relevant professionals.

By understanding the differences and purposes of self-contained and inclusion classrooms, educators and families can make informed decisions that best support each student’s growth and success.

Tips for a Successful Self-Contained Classroom

• Class size: The class size should be around 10 to 15 students, with 2 to 3 paraprofessionals assisting the Special Education teacher.
• The format: Every area in the classroom should have a purpose and contain visuals of the steps needed to take place in each particular area so the students have a clear understanding of what is expected of them. Each area should have its own designated color. The color helps them associate the tasks required of them. The goal is to teach independence.
• Provide structure: Each student is assigned a color, and all of their things are associated with that color, like
  • Schedule
  • Basket/bin
  • Desk
  • Mini schedule will also contain the station colors and the student’s own color

Example of Classroom setup with Centers for students

The students will rotate clockwise when moving from station to station. Make sure to have an area for the students to commute at the beginning of the day to go over the rules. Don’t forget to provide a place for the students to put their backpacks, color-coded, of course.

1. English Language Art Center
   • Teacher Lead
   • Color: Yellow
   • Provide a sign with visuals
2. Quiet Reading Center
   • Independent center
   • Color: Lime Green
   • Provide a sign with visuals
3. Task box Center
   • Independent center
   • Once the student does 3 tasks, then they receive a reward like iPad time
   • Color: Purple
   • Super important to provide visuals because they will be required to do multiple tasks
4. Play Center
   • Independent center
   • Mainly for primary grades
   • Color: Blue
   • They have an opportunity to learn from others and be part of a community
   • Provide visuals
5. Teacher Lead Center
   • Special instruction
   • Color: Orange
   • Individualized for that particular student
6. Independent Center
   • Have a few options for the student to choose from, like iPad time
   • Color: Green
   • Provide visuals

Extra areas in the classroom

1. Make sure you have designated area for Speech Therapy and Occupational Therapy to work with the students
2. Provide a calm-down corner, but keep it simple
   • Bean bag chair
   • Area rug
   • Sensory toys
   • Blanket
   • Pillows
3. Restrooms within the room are a plus
   • Have a boy visual and a girl visual of the steps of how to use the restroom
   • Provide visuals of how to wash hands

4 main goals for Self-Contained Classrooms

1. Create a sense of community
2. Establish routines but encourage flexibility
3. Employ varied instructional approaches
   • Learning Stations/Centers
   • Hands-on activities
   • Computer Apps (Kahoot and Quizlet)
4. Integrate community-based instruction
   • community garden
   • Working at a food bank
   • Making a craft with seniors

Self-contained classrooms are vital for supporting students with significant educational needs. They balance personalized learning with emotional and social growth while preparing students for independence. Despite challenges, with thoughtful planning, effective tools, and a focus on community, these classrooms can provide an enriching experience that empowers students to succeed.

Helpful Articles

• Strategies For Autism In The Classroom
• How To Use Visuals To Help Students With Autism
• Using Time Warnings To Help Students With Autism
• Graphic Organizers For Students With Autism
• Classroom Boundary Markers for Autistic Students

 

The name Asperger’s Syndrome has officially changed. However, many people still refer to it when discussing their condition. The symptoms of Asperger’s Syndrome are now part of Autism Spectrum Disorder (ASD). ASD is the term used for a variety of autism-like disorders. Some providers may still use the term Asperger’s Syndrome. Others may say “ASD – without intellectual or language impairment” or simply “autistic.” All of these terms refer to the same syndromes. Asperger’s Syndrome is now classified under ASD in the DSM-V.

What is Asperger’s Syndrome?

Asperger’s syndrome refers to a developmental disorder that falls under the Autism Spectrum Disorder (ASD). Individuals with this form of ASD often experience challenges in social interactions. They typically adhere to specific routines, possess limited interests, and may display repetitive behaviors like hand flapping.

Doctors often refer to Asperger’s as a “high-functioning” type of ASD, indicating that its symptoms are generally less severe than those of other forms of autism spectrum disorder.

The difference between Asperger’s Syndrome and Autism Spectrum Disorder

The main distinction is that individuals with Asperger’s are typically very verbal and have normal to high IQs. However, they face social difficulties and may have more neurological issues. Sometimes, these individuals go undiagnosed until later in life. This can happen because common symptoms of Asperger’s may not be as evident, leading families to delay seeking a diagnosis.

Asperger’s Syndrome: Early Symptoms and Diagnosis

Asperger’s Syndrome, often classified under the broader umbrella of Autism Spectrum Disorder (ASD), is a developmental disorder that affects how individuals perceive and interact with the world around them. While symptoms of Asperger’s typically emerge early in life, many individuals are not diagnosed until later, sometimes even into adulthood.

However, most diagnoses occur between ages 5 and 9. The symptoms can vary widely among individuals. Typically, they relate to emotional, communication, and behavioral skills.

Common symptoms:

• Have trouble making eye contact
• Feel and act awkward in social settings
• Have trouble responding to people in conversation
• Miss social cues that other people find obvious
• Don’t understand what facial expressions mean
• Show few emotions
• Speak in a flat, robotic tone
• Talk a lot about one topic, such as rocks or football stats
• Repeat words, phrases, or movements
• Dislike change
• Keep the same schedule and habits, such as eating the same meals
• Difficulty with social interactions and social language
• Not understanding emotions well or having less facial expression than others
• Not using or understanding nonverbal communication, such as gestures, body language, and facial expression
• Conversations that revolve around themselves or a certain topic
• Speech that sounds unusual, such as flat, high-pitched, quiet, loud, or choppy
• An intense obsession with one or two specific, narrow subjects
• Unique mannerisms, repetitive behaviors, or repeated routines
• Becoming upset at slight changes in routines
• Memorizing preferred information and facts easily
• Clumsy, uncoordinated movements, including difficulty with handwriting
• Difficulty managing emotions, sometimes leading to verbal or behavioral outbursts, self-injurious behaviors, or tantrums
• Not understanding other peoples’ feelings or perspectives
• Hypersensitivity to lights, sounds, and textures

Children with Asperger’s Syndrome typically develop their language skills, including grammar and vocabulary, at a standard rate, but they may struggle to use language effectively in social situations. They can have average intelligence but often face attention span and organization challenges.

LeafWing Center can assist in creating a treatment plan to address developmental challenges for your child with Asperger’s Syndrome. We offer testing and develop a personalized approach based on your child’s needs. It’s important to share the results with the child’s education team to support the work of the ABA therapist.

Other Related Articles

• How has DSM-5 affected an autism diagnosis?

The term “discriminative stimulus” is used in ABA therapy to refer to an environmental cue that indicates to an individual whether a certain behavior will result in reinforcement or not.

A discriminative stimulus is a key feature that does not directly cause a behavior but instead provides the context for the behavior.

Each discriminative stimulus indicates the chance to receive reinforcement for a specific behavior or set of behaviors. This trained discriminative stimulus always allows for positive reinforcement. If the behavior does not occur, there will be no reinforcement.

Why is Discriminative Stimulus important in ABA therapy?

Developing social skills is an essential part of childhood growth. While some kids breeze through it, children on the autism spectrum often face challenges in the social arena. This means that responding to specific cues may not come naturally to them, but fear not! With the help of an amazing ABA therapist, they can learn and practice the art of appropriate responses. Through the course of ABA therapy, these kids can unlock a world of positive social interactions with their buddies, family, and even new pals in their community!

How is Discriminative Stimulus Used in ABA Therapy?

The discriminative stimulus is an important aspect of ABA therapy. It assists individuals with ASD in acquiring new behaviors and skills by offering clear signals regarding the expectations in a given situation.

In ABA therapy, therapists utilize discriminative stimuli to prompt individuals to engage in specific behaviors. Once the behavior is performed correctly, it is reinforced by the therapist. Through repetition, individuals learn to associate the discriminative stimulus with the behavior and eventually perform it independently without prompting.

ABA therapists utilize the concept of the ABCs (Antecedent, Behavior, and Consequence) to gather information about the antecedent stimulus of the patients they work with.

The ABC model of behavior is an ABA (applied behavior analysis) technique used by therapists to help individuals understand and work toward changing their behavior. The ABC model examines the antecedent stimuli that precede a particular behavior, the behavior itself, and the consequences that follow.

A Discriminative Stimulus (DS) is an antecedent that elicits an individual’s response due to certain stimuli in its environment. This type of stimulus can be either external or internal; external stimuli include sights, smells, sounds, tastes, and tactile sensations, while internal stimuli include thoughts.

The antecedent is alternatively called the discriminative stimulus. When that’s found, they’ll move on to seek out a new antecedent or respond differently to the behavior of an older discriminative stimulus.

A discriminative stimulus (DS) is an antecedent used in the study of operant conditioning. It refers to a stimulus that has been associated with a response. A DS serves as a cue for the individual to perform a certain behavior or can be used to evoke a particular response from the individual.

Examples of Discriminative Stimulus in ABA Therapy

Here are a few examples of how discriminative stimulus is used in ABA therapy:

1. Teaching a child to request a snack: The discriminative stimulus might be the presence of the snack in the room. When the snack is present, the child is more likely to ask for it. If the snack is not present, the child is less likely to ask for it.
2. Teaching a child to follow directions: The discriminative stimulus might be the therapist saying, “Touch your nose.” When the therapist says this, the child is more likely to touch their nose. The child is less likely to touch their nose if the therapist does not say anything.
3. Teaching a child to use the toilet: The discriminative stimulus might be the presence of the toilet in the bathroom. When the child is in the bathroom, they are more likely to use the toilet. If they are not in the bathroom, they are less likely to use the toilet.

Remember, if the child doesn’t carry out the task and refuses to do as asked, then no reward is given. No punishment needs to be administered during the situation. Unfavorable punishment for a child showing undesirable behavior isn’t recommended for any autistic child. The rewards are given to influence and reshape the child’s behavior.

A Discriminative Stimulus (DS) is a type of reinforcement used to help shape the behavior of an autistic child. It involves setting up a positive environment and rewarding when the desired behavior is demonstrated. Such rewards can range from verbal praise and attention to tangible items such as treats or toys. The rewards should be timely, consistent, and relevant to produce desired results.

How Parents and Caregivers can reinforce Discriminative Stimulus

While ABA therapy is usually conducted in a clinical setting, it is important for parents and caregivers to be involved to ensure that learned behaviors and skills are applied in the home environment.

Parents and caregivers can support the use of discriminative stimuli at home by collaborating with their child’s therapist to identify effective cues for specific behaviors. The therapist can offer guidance on selecting stimuli that are clear, specific, and easily distinguishable from other environmental cues.

For example, if the discriminative stimulus for requesting a snack is the presence of the snack itself, parents might keep a small bowl of snacks on a low shelf where their child can see them. When their child wants a snack, they can point to the bowl as a cue to request one.

Parents and caregivers should consistently reinforce positive behaviors at home when using discriminative stimuli. This involves providing immediate feedback when their child performs a behavior correctly and being consistent in the type and amount of reinforcement provided.

At the LeafWing Center, we specialize in transforming unwanted behaviors and reactions to specific situations. By gradually modifying behaviors over time, we achieve remarkable results. Using discriminative stimuli (DS), we can change behaviors slowly over time. DS involves the learner being exposed to a stimulus and then given a consequence depending on the behavior displayed in response. We recommend consulting a BCBA for guidance. We also encourage parents to be involved in the process and to continue reinforcing the desired behavior at home. Let’s make positive change happen together!