What would three objectives be for this autistic child?

I hate that word: "refuse" I have fought it now for 12 years within the educational system. I finally got so fed up that I stated that it would no longer be used by the teachers/administrators to describe his action (or lack theirof) in the classroom or in the referrals to the office; and .....gosh....once they didn't have that word to use, they actually had to examine the realtime situation, situational impact, etc..... and realized it was something else. Shutting down; part of the recognized symptomology/psychology of Autism and NOS Anxiety Disorder. Go figure. :-) Really though: (I'm going to assume the child is male just for the ease of typing.... and because of the dominating number of cases/occurances/sex ratio; but these work either way)..... It depends on whether he is "refusing" to do something because the material has not been taught in a way that he understands it/feels he can apply it to the question/is afraid of getting the answer wrong.....or whether he's just being stubborn. It really can be one or the other-especially as they reach a certain age; but Autism is very complex (as you know since you are looking for "objectives") and for anyone without first hand/long term experience it's very difficult to differentiate. Teachers only have a student how many hours a day? and they are what number student among many?? No way that they can evaluate that quickly in that situation without specialized training...... Even after 17 years there are times that I wonder if mine is acting that way due to the autism, or from being a teenager. At home, it probably doesn't come into play as often as it does at school because there is less anxiety. In order to really narrow it down for school purposes, his expressive language abilities and pragmatic skills need to be examined. This falls under Speech/Language skills and will need to be tested and addressed by somone with experience in the actual "Language Processing" areas of that specialty; definatly more than someone with simply articulation applications can handle. Make sure there is a Pragmatic Language component included in whatever testing is done. My son always came across (or maybe I should say was "read" by his teachers) as being stubborn and "refusing" to do the work or follow directions; and therefore termed a discipline problem who was "disrespectful" to his teachers. Initially, (prior to mom putting her foot down about the "refuse" thing) he would fall victim to the "zero tolerance" issues and he'd be suspended or he'd spend so much classroom time in the office that I had to file complaints. In actuality; once the foot came down, they discovered that he was an overachiever who hated to get the answer wrong because he was more embarrassed to be thought stupid by his peers than he was to get fussed at by the teacher or sent to the office. Suspension was (for him) a blessing. He could sit in his nice comfy environment and complete all of his work any way.....without the pressure to interact. NOT the way to educate a child. Sorry for the long diatribe: Objective no 1: (Child's Name) will be able to verbally request clarification of directions in therapy and classroom environments, by specifically identifying and expressing, without more than two revisions, what he did not understand (too long/didn't hear what they said etc..) with 80% accuracy-with cues-by December of 2009, and 85% accuracy with no cues by June of 2010 Objective 2: (Child's Name) will determine appropriate and inappropriate behavior in groups during actual group interactions and state the more appropriate response in each situation with 60 % accuracy by (Date)., 70 % by (Date)and begin generalizing this skill into groups outside of the (speech/therapy) room by (Date), to have obtained mastery at 80% by June of 2010 Objective 3: (Child's Name) will recognize and respond to pre-established, visual cues from the classroom teacher to recognize a "social" behavior which is unacceptable, bring it under control, and return to task 60% by the end of the first marking period, 80% by the end of the second marking period, 90 % by the end of the third marking period, and maintain it until the end of the year. These items can include, but are not linited to: 1-call back to task 2-disruptive or distracting behavior 3-volume too loud 4-direct to take a "chill" time 5….etc…. Objective 4: (Child's Name) will improve expressive language skills during functional academic and social activities to convey thoughts and ideas appropriatly in both therapy and classroom environments, with 85% accuracy by june of 2010 He may be "refusing" because he feels overwhelmed by the amount of information and doesn't know where to start. This was a HUGE problem when the assignment was writing based. Still a problem, but better. This is one that worked really well on that: Objective 5: (Name of Child) will be able to use organizational, graph

Listen, emphasise and understand