Since we're so short on time, finding an advocate to help us wasn't possible. I have several issues I'd like our son's IEP to address, but don't know how to translate them into workable, measurable, IEP goals. I'm hoping someone here has some background experience on a more personal level and can help me break this down into the necessary parts before the meeting on Tuesday. Here are the issues: Understanding and relating to authoritative figures appropriately. Our son doesn't understand who makes the rules, why it's important to have rules, and who needs to follow the rules or why. He frequently uses an authoritative tone and orders others to do as he desires, including parents, teachers and babysitters. IEP goals: Our son can identify people with positions of authority (the leaders) and people without authority(the followers) in different environments as evidenced by . . . Our son understands the roles of the leaders (making rules, helping solve problems, directing the followers to achieve a goal, etc.) and the followers (following the rules, cooperation, working toward completion of a goal, etc.), as evidenced by . . . Our son understands and can identify the need or reasons for the rules in different situations as evidenced by . . . Our son demonstrates the ability to identify his role as leader or follower across different environments and can verbalize his responsibilities accordingly as evidenced by . . . Speech and language difficulties. Verbal thinking and reasoning, and auditory processing speeds are well below average. He needs things to be presented in small steps, with pictures and repeated several times. He needs a lot of work on word retrieval. What strategies are used by speech therapists to work on this with asperger's kids? He needs help with pragmatic language, which will come through group work with the social worker at school. Our son will demonstrate improvement in his work retrieval capabilities as evidenced by . . . Our son will demonstrate improvement in his auditory processing abilities as evidenced by . . . Our son will demonstrate improvement in his ability to respond to directions as evidenced by . . . Relationships with peers, making friends, cooperative play skills, imaginitive play, need work. Our son will make two new friends this semester as evidenced by joining in with each of them at least twice per week in cooperatively play of their interests. Our son will learn to share as evidenced by the ability to let go of his favorite toys when others want to play with them. Our son will demonstrate the ability to participate in give-and-take conversations with others as evidenced by listening to their interests and asking questions about the interests of others. Our son will learn flexibility in playing with others in the classroom as evidenced by lack of desire to control the direction and rules of the games. Our son will demonstrate the ability toward helpfullness as evidenced by noticing when someone needs help and offering that help when needed. His current teacher speaks very quickly, seems high strung, and at times her frustration with him results in a quick, immediately imposed punishment without considering the reasons for his behavior (related to his disability). I'm not sure she has the patience or training to deal with him appropriately. How do we approach this issue at the IEP meeting without harming the give and take between us and the school? They have our son for hours out of every day, and we need to maintain a workable relationship with them. Obviously, this is just a start and a rough draft. This is our first time actually participating in this process as the advocate. Before, we let the school dictate what he needed and what he didn't and learned that was a mistake and that we needed to grab the bull by the horns and figure it out for them. I just need a little help tweeking this so that it will 'fit' the IEP model and also so we can measure his progress.