More Than a Box to Fill: Using Student Strengths and Interests to Drive the IEP

The most important part of the IEP is often the one we rush through: the section on student strengths, preferences, and interests. That “little box” should be the engine that drives every goal, accommodation, and intervention-not a paragraph we fill in once a year and never look at again.

The Box We Fill In and Forget 

If you’ve sat in enough IEP meetings, you’ve seen this play out. Someone asks, “What are their strengths and interests?” A parent or teacher offers a few ideas, we type a short paragraph, everyone nods-and then the team moves straight into deficits, data, and services. The rest of the IEP is written as if that strengths section never existed. We don’t revisit it when we draft goals, choose interventions, plan reinforcement, or talk about behavior. Then, a year later, we ask the same questions, fill in the same box, and repeat the cycle.

When we treat strengths, preferences, and interests as a formality instead of a foundation, we miss the very information that could make the IEP more engaging, effective, and meaningful for the student.

What That Section Is Actually For

The strengths and interests section is not there to make everyone feel good before we “get real” about needs. It is there to answer three critical questions:

• Who is this student at their best?

• How do they learn, communicate, and connect most effectively?

• What truly matters to them right now and in the future?

Those answers should shape how we address every identified need. Strengths are not the opposite of needs; they are the tools we use to tackle those needs in a way that preserves dignity, builds confidence, and increases buy-in. Preferences and interests tell us where motivation and natural reinforcement already live. Ignoring that information makes our job harder and the student’s experience less meaningful.

What This Section Is Not

It’s equally important to say what this section is not about. Centering student strengths, preferences, and interests does not mean lowering expectations, making everything easy, or turning school into nonstop entertainment. It does not mean eliminating demands, replacing robust instruction with “fun” activities, or filling every gap with prizes and things just to keep students quiet. When we do that, we may keep the peace for a moment, but we rob students of the chance to learn skills that truly matter.

Instead, using this section well means designing authentic and meaningful opportunities to learn socially significant skills- learning how to learn skills, behavioral skills, reading, written expression, communication, problem-solving, self-advocacy, regulation, and real-world independence. High expectations and rigorous learning can absolutely coexist with honoring who a student is; in fact, we are most likely to reach those high expectations when we teach in ways that connect to their real interests and ways of learning. We still teach hard, important skills-we simply do it in ways that respect the learner instead of working against them.

How Strengths, Preferences, and Interests Should Drive the IEP

Imagine writing an IEP in this order: you start with strengths, preferences, and interests-and you never stop referring back to them.

• Present levels
  Present levels describe what the student can do and how they do it before they describe what is hard. We connect each area of need to at least one existing strength or interest. For example, Jordan’s strong visual memory and love of drawing will be used to support reading comprehension and written expression.

• Goals
  Instead of asking, “What skills are missing?” we ask, “Given who this student is, how can we help them grow next?” Goals can:

  • Leverage strengths (e.g., using a student’s love of building to work on following multi-step directions).

  • Build on genuine interests (e.g., reading goals centered around topics the student chooses).

  • Explicitly support self-advocacy and decision-making
    Using strengths and interests is not about making work easier; it’s about making important learning more accessible, sustainable, and meaningful.

• Instruction and intervention
  Instructional strategies should reflect the learning profile we already described. If a student learns best with visuals and movement, those aren’t add-ons-they’re the default. If a student prefers familiar adults or small groups, we build that into how new skills are taught before we expect success in large, noisy settings. We still expect students to meet goals; we’re simply choosing pathways that make success more likely.

• Reinforcement
  Reinforcement systems should be grounded in real interests and autonomy, sometimes coupled with clip charts or token boards vs generic systems that have nothing to do with what motivates the student. When we know what a student actually cares about-topics, activities, social connections-we can design reinforcement that feels respectful and relevant, not controlling. The goal is not to “buy” compliance, but to support engagement in learning that matters.

• Behavior support and regulation
  When a student’s strengths and preferences are honored, behavior can be addressed systematically and with relevance because the environment finally fits the learner. We can use their strengths (e.g., problem-solving, humor, creativity, movement) as part of regulation and coping plans instead of relying solely on external rewards or consequences. We are still teaching boundaries, replacement behaviors, and safety-just in ways that align with how the student experiences the world.

• Transition and long-term planning
  For older students, strengths, preferences, and interests are the backbone of transition planning. College, work, and community goals should reflect who the student is-not just what services exist. That section gives us the raw material for real conversations about “What do you want your life to look like?” and “What are we building toward together?”

Bringing the Section to Life All Year Long

If we want this part of the IEP to matter, we have to treat it as a living document, not a yearly snapshot.

Teams can:

• Check in regularly with students and families about what’s working, what’s changed, and what they’re currently interested in.

• Keep a simple “strengths and interests log” that teachers and related service providers can update across the year.

• Use student voice tools (including visuals, sentence starters, AAC, or simple surveys) so even students with complex communication needs can share what they like, dislike, and want more of.

• Start every IEP review or progress meeting with, “Where have we seen this student shine lately?” and, “How can we use that more?”

This doesn’t require more paperwork-it requires a shift in mindset. Instead of seeing the strengths section as a box to complete, we see it as the lens through which we read-and revise-every other part of the plan.  Then the IEP should and can be implemented to truly support the students in front of us.

A Call to Recenter the IEP on the Student

When we rush through strengths, preferences, and interests, we end up with IEPs that are technically compliant but emotionally empty. They describe a list of problems to fix, rather than a person we’re committed to knowing and supporting. 

When we slow down and let the Student's Strengths, Preferences, and Interests section truly lead, the IEP starts to sound-and feel-different. Goals become more relevant. Instruction becomes more engaging. Behavior support becomes more humane. Most importantly, the student is no longer a passive subject of a document; they are the author of their own story, with a team around them that is actually listening.

If your school or district is ready to move beyond “filling in the box” and toward IEPs that genuinely honor who students are while still teaching rigorous, socially significant skills, Practical Solutions for Behavior and Instruction LLC can partner with you. Through training, coaching, and collaborative problem-solving, we help teams design strengths-based, student-centered IEPs that drive meaningful change in classrooms-not just on paper.

www.pracsol4u.com

Understanding Progressive ABA Training: A Path to Individualized Learning

What is Progressive ABA Training?

Progressive Applied Behavior Analysis (ABA) training focuses on creating individualized programs tailored to meet the unique needs of each student, class, or educational program. The core of this approach is flexibility, adaptability, and a commitment to fostering an environment where learners can thrive.

My Goals for Professional Development                                

As I strive to enhance my professional development in progressive ABA training, my objectives include:

• Tailored Professional Development: Professional development is customized to meet the specific needs of school districts. Offerings can range from a few hours of virtual training to more intensive five-day workshops that involve direct, hands-on work with staff and students. Follow-up consultations and coaching within the classroom are also available to ensure continued support.

• Individualized Programs: Design and implement programs that cater specifically to the needs of each student or class, ensuring that every learner receives the support they require.

• Collaborative Classroom Environments: Work closely with staff to develop effective classroom settings. This includes optimizing physical arrangements, schedules, and curriculum targets to create a conducive learning atmosphere.

• Natural Learning Environments: Collaborate with educators to design and deliver instruction in natural settings, making learning more relevant and engaging for students.

• In-the-Moment Decision Making: Train staff to develop skills that promote flexible, learner-driven decision-making. This approach moves away from overly rigid protocols and fosters a dynamic learning experience.

• Foundations of Learning: Help staff understand and address the foundational skills required for learning how to learn. This essential knowledge empowers educators to support their students effectively.

• Prompting Strategies: Educate staff on how and when to use prompts, identify the most effective prompting methods, and fade prompts quickly to encourage learner independence.

• Promoting Independence: Emphasize training that leads to learner independence, maximizing skills and capabilities to foster a positive and productive life.

• Interdisciplinary Approach: Professional development is designed not only for teachers but also for service providers and school psychologists. Many professionals benefit tremendously when these strategies are applied in assessment settings, allowing for more accurate results that drive the IEP process, making it a more effective tool.

Building Capacity and Equity

My vision extends beyond individual programs; I aim to build capacity within educational settings to ensure sustainability, equity, and dignity for all learners. By focusing on meaningful skills, I strive to help individuals lead happy, productive lives.

Conclusion

Progressive ABA training is not just a method; it’s a philosophy that champions individualized learning and collaborative support. Through my commitment to professional development, I hope to create impactful changes that resonate in the lives of both students and educators.

Rethinking Compliance: Following Directions as a Path to Autonomy, Not Obedience

When people hear “compliance,” they often picture children being forced to obey adults without question. That’s not what we mean at all. At Practical Solutions for Behavior and Instruction LLC, we see following directions as a life skill that supports autonomy, and it is something all children learn at home and school-just as we did when we were growing up.

How all children learn through meaningful directions

From toddlerhood onward, every child learns to navigate expectations from the adults around them. At home, it might sound like:

• “Come sit at the table; it’s time to eat.”

  

• “Put your toys in the bin so nobody trips.”

• “Hold my hand in the parking lot.”

At school, it might be:

• “Line up so we can go to the playground.”

• “Get out your pencil and write your name at the top.”

• “Raise your hand before you speak.”

These are not random rules; they are meaningful directions that help children participate, stay safe, and be part of a group. We all learned to follow these kinds of instructions as kids, and that practice shaped how we function now as adults in families, workplaces, and communities.

Why following directions still matters

Every child, disabled or not, has to learn how to follow directions to participate in real‑world environments. As adults, we do this every day:

• Showing up to work at the agreed‑upon time.

• Following safety rules while driving.

• Completing a task the way a supervisor or client needs it done.

When we never learn to follow reasonable expectations or rules, there are predictable consequences: difficulty keeping a job, frequent conflicts in relationships, or even legal trouble. Those outcomes don’t expand a person’s freedom; they shrink it. Unemployment, loss of housing, or involvement with the justice system all sharply limit choices and independence.

Meaningful versus arbitrary compliance

There is a big difference between teaching “follow any adult, no matter what” and teaching “follow reasonable, safe, and clearly explained directions.”

Unhealthy, arbitrary compliance training might look like:

• Insisting on “yes” to every adult request, even when the child is uncomfortable or confused.

• Punishing refusal instead of asking/understanding why the child is refusing.

• Prioritizing adult convenience over the child’s dignity, safety, or sensory needs.

Healthy instruction around following directions looks different:

• Directions have a clear purpose (safety, learning, social participation).

• Adults explain expectations and, when appropriate, the “why” behind them.

• Kids are allowed to ask questions, request help, or say “no” when something feels unsafe or overwhelming.

The goal is not “obey anyone who sounds confident.” The goal is “recognize when following a direction helps you stay safe, learn more, and reach your own goals.”

Following directions as a building‑block skill

Following directions is not an endpoint; it is a teaching tool for more advanced skills. Just like any other child, our learners practice this at home and school long before they encounter formal behavior programs. We build on that natural process by using meaningful directions to help learners:

• Access learning opportunities (for example, “Get your materials so we can start this experiment”).

• Join group activities and friendships (“Let’s line up so we can go outside together”).

• Practice executive function (remembering, sequencing, and completing multi‑step tasks).

Just as we did as children, they learn that following certain directions opens doors: more access to activities, more trust from adults, and more chances to try new things. In this way, following directions is like using a tool in a toolbox: you learn when and how to use it to build the life you want.

How this supports, not replaces, autonomy

Some people worry that teaching compliance will erase a child’s voice. That concern is valid when adults use power in harmful ways. Our work takes the opposite approach: we pair following directions with self‑advocacy and critical thinking.

We intentionally teach:

• When it is important to follow a direction quickly (for safety and emergencies).

• When it is appropriate to ask for clarification (“Can you show me what you mean?”).

• How to say “no” or suggest an alternative (“I need a break first,” “That feels too loud for me”).

We want learners to understand that rules and directions are part of every environment they will enter as adults. Learning how to navigate them-when to follow them, when to question them, and how to seek support-protects autonomy over a lifetime.

Real‑world implications in adulthood

In adulthood, disregarding all rules and directions does not create freedom. It often leads to:

• Job loss and chronic unemployment, which shrink choices about housing, healthcare, and lifestyle.

• Repeated conflicts in community or family settings, leading to isolation.

• Legal consequences when laws are ignored, including fines or incarceration, which drastically limit autonomy.

By contrast, adults who can flexibly follow directions, understand expectations, and make reasoned choices about when to comply and when to advocate for themselves usually have more control over their lives, not less.

Our commitment at Practical Solutions

At Practical Solutions for Behavior and Instruction, LLC, we:

• Teach following directions as a functional, context‑bound skill tied to safety, learning, and long‑term independence.

• Reject arbitrary, power‑based compliance that ignores a child’s needs, voice, or safety.

• Pair direction‑following with communication, problem‑solving, and self‑advocacy skills.

All children, in every home and classroom, grow and develop by learning to respond to meaningful instructions. Our goal is to make sure that process is respectful, purposeful, and clearly linked to a future where each learner can make informed decisions and lead a more independent life.

How Practical Solutions Can Help

Families, educators, and organizations do not have to navigate this balance between meaningful compliance and autonomy on their own. Practical Solutions for Behavior and Instruction, LLC partners with you to translate these ideas into everyday practice at home, in classrooms, and across programs.

We offer consultation, coaching, and professional development that help teams:

• Redesign expectations and routines so directions are purposeful, teachable, and connected to real‑life outcomes.

• Shift from power struggles and arbitrary “because I said so” demands to clear, collaborative, skill‑building interactions.

• Integrate self‑advocacy, communication, and regulation strategies alongside direction‑following, so learners build true independence.

For families, we provide parent education and problem‑solving support to apply these concepts in real homes with real schedules and stressors. For schools and agencies, we deliver training and ongoing consultation to align policies, classroom practices, and staff responses with these values.

If you are ready to move beyond “just be compliant” and toward teaching directions that actually build skills, autonomy, and long‑term success, we would love to connect. You can reach Practical Solutions for Behavior and Instruction, LLC to schedule a consultation, inquire about training, or learn about upcoming workshops through our website or by contacting us directly. Together, we can create environments where following directions is not about control, but about giving every learner the tools to build the life they want.

www.pracsol4u.com

(949) 287-3683

practicalsolutions.jw@gmail.com