Behavior plans and IEPs

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My son, almost 5, is currently being tested for aspergers and ADHD. I am in the process of creating his IEP for kindergarten and have held off signing it until I get a diagnosis and further information from the psychologist. Currently I am pretty happy with the goals they have for him. My concern is behavior. He is in a regular preschool and the teachers there have been amazing at understanding him. They give him the support he needs to function in the class and have been patient at figuring out what works for him in the room. My concern is for kindergarten and his behavior issues. I have been reading so many of the posts on this forum about teachers punishing inappropriately for kids who need constant redirections and prompts. Currently he has no behavior modification plan. How do these work? What can I do ahead of time? The current plan seems to be send him and see what happens and then we will come up with a plan to fix it. This seems like a frustrating situation for all. We have tons of behavior problems at home, so I don't feel like I can go in there with a list of what works. I am still trying to figure that one out myself. Any help is appreciated.

From what you've said, it sounds like his current teachers have figured out what works. Behavioral issues, and what works, are likely to be different at home from at school, so if his current teachers have figured out good strategies, those need to be incorporated into his IEP, not only to avoid the inappropriate punishments you refer to, but also because there's no point in re-inventing the wheel or wasting lots of time trying to figure it out all over again.

If there are still behavioral issues coming up at his current school, you should request an FBA (functional behavioral assessment), and a positive BIP (behavior intervention plan). The FBA has to be done by a certified behavior analyst, NOT by his teacher or TSS. It is generally done over the course of a couple of weeks, and requires that the behavior analyst observe the child in a variety of settings (e.g., circle time, recess, lunch, desk work ...), speak with several teachers/adults (if there are several teachers/adults involved with the child), and, if appropriate, speak with the child. If there are no current, un-addressed behavioral issues at school, you might want to set up an IEP meeting for October, so that you already have a meeting for a few weeks into the new school year, and issues can be addressed at that time. If you wait until issues come up, and then try to set up a meeting, it could take too long before the meeting actually happens.