Artana, here's a way to think about this. What goes into the IEP is not just the services, but also the goals. You write the goals first, and the goals determine the services. So you start with very specific benchmarks you want him to hit (he will raise his hand before speaking at circle time in 4 of 5 trials by end of the first quarter-- or whatever). And then you put a service in place (an aide to remind him, or training outside of class, or whatever the team thinks will work) that will help him meet that particular goal.
Deciding what services he needs is fine, but if you don't have measurable goals attached to those services, they probably won't make it into the IEP.
HTH,
DeeDee
