HYPOTHETICAL BASELINE INFORMATION AND DRAFT IEP FOR A STUDENT WITH BIPOLAR DISORDER IN MIDDLE SCHOOL
From The Bipolar Child by Demitri Papolos, M.D. and Janice Papolos (Broadway Books, 2006). All rights reserved.
Joseph is an extremely likeable student who was diagnosed with bipolar disorder three years ago. Early-onset bipolar disorder is a medical illness--a brain disorder that renders Joseph's academic and emotional availability variable and often unpredictable. His moods may veer from feeling hopeless and negative and depressed (typically in the fall), to times in which he will appear energized, grandiose, and superior to some of his classmates (typically in the spring).
Joseph sees a psychiatrist for medication, and has had extensive independent neurpsychological testing that has pinpointed strengths as well as weaknesses. Both the psychiatrist and neuropsychologist have made recommendations for program modifications and remediation. The school has conducted its own assessments and has amassed much information about his functioning in all domains: academic, social, and psychological.
Joseph has been quite stable on medications, but side effects such as fatigue and cognitive dulling can impact his availability and ability to learn. He has trouble getting up in the morning (due to his medication regimen, if he is depressed, and sleep inertia), and tends to do well if his more difficult academic subjects are scheduled later in the day when he is more alert.
While Joseph is a bright student and wants to do well, he can appear, at times, bored, irritable, and oppositional in the classroom. He is somewhat inflexible and experiences extreme anxiety if he is unprepared for changes in his schedule. Transitions are difficult for him.
Joseph has executive function deficits that impair his ability to concentrate for long periods of time compared to his peers, and he is disorganized and cannot complete homework in a timely manner. He often turns it in late, or forgets to turn in assignments that have been completed. Often he forgets to take needed materials home in order to finish assignments and projects.
Joseph can be impulsive and has poor judgment and decision-making skills. He lacks interpersonal skills and has difficulty making and maintaining friendships. He needs instruction to improve social interactions and a social skills class and counseling to support success in these areas.
Joseph has very poor self-esteem and he needs calm, reassuring, and understanding teachers if he is to do his best.
PRESENT LEVEL OF PERFORMANCE
Joseph can attend to independent structured learning tasks for a maximum of
15 minutes and then requires a short physical break before he can complete
any given assignment.
ANNUAL GOAL
After being provided a cue by a staff member to take a break, Joseph will return
to task and remain independently on task for structured independent learning
for thirty minutes:
Objectives:
PRESENT LEVEL OF PERFORMANCE
Joseph has anxiety that expresses itself in school whereby he becomes oppositional
and irritable, disruptive, and unable to stay in the classroom. This is
not Joseph's regular demeanor; these traits become observable when he is
extremely anxious.
ANNUAL GOAL
Objectives:
PRESENT LEVEL OF PERFORMANCE
Reports from Joseph's psychiatrist and parents show Joseph to have very low
self-esteem. He often makes negative comments about himself or his work,
and parents and staff are concerned about the impact of this low self-esteem
on his academic and social engagement.
ANNUAL GOAL
When Joseph makes a negative or self-deprecating comment, he will be redirected
with a verbal cue to reframe his comments in a more positive light 50 percent
of the time.
Objectives:
PRESENT LEVEL OF PERFORMANCE
When presented with a change in routine, or a novel situation, Joseph can become
overwhelmed, confused, and anxious. Because he has difficulty with transitions
and anxiety, he resists engaging in any new event for which he is not prepared.
He made progress this year when an appointed staff member reviewed his
daily agenda before his first class, mid-day, and toward the end of the
day whereupon they discussed the upcoming school day. He feels more organized
and in control, and certainly less anxious. This routine is to be kept
in place.
ANNUAL GOAL
Prior to any known change in schedule, routine, or curriculum, Joseph will
be alerted and the assigned staff member will ensure that he marks the
change in his daily agenda, and is cued to the change prior to its happening.
This should reduce his anxiety and Joseph will be able to transition through
a change in schedule and participate in the event(s) 90 percent of the
time.
Objectives:
PRESENT LEVEL OF PERFORMANCE
Joseph has no real friends at school. His mother brings him to school each
day instead of his riding the bus because some of the kids tease him and
he ends up fighting with them. He is viewed by some of his peers as bossy
and authoritative. He does not seem to know how to access a social group,
and has trouble with the give-and-take of relationships. Joseph has told
his counselor that he very much would like to be a friend, and that he
would like to have friends like the other children in his class.
ANNUAL GOAL
Joseph will accomplish four out of seven of the following social skills on
80 percent of trials, data taken and observation to be done by the counselor
on a weekly basis.
Objectives:
PRESENT LEVEL OF PERFORMANCE
Joseph does not complete all of his schoolwork on a daily basis. He is having
trouble completing it because he cannot organize and plan, and work efficiently
due to executive function deficits. Joseph also has trouble remembering
to bring needed materials home, and returning homework to school.
ANNUAL GOAL
Given teacher assistance, Joseph will be able to utilize a homework journal
to record and keep track of all assignments and necessary tools to complete
the assignments 70 percent of the time.
Objectives:
From The Bipolar Child, Third Edition by Demitri Papolos, M.D. and Janice Papolos (Broadway Books, 2006). All rights reserved.