Presentations text content in Assessment for ASD
Slide1
Assessment for ASD Eligibility Determination
April 2014
IDEA Partnership
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Slide2Jointly Developed By:
The Autism Society
The IDEA Partnership Project (at NASDSE)
With funding from the US Department of Education, Office of Special Education Programs (OSEP)
Slide3Development TeamThe following role groups worked together to create the documents and tools for the ASD Assessment for Identification presentation:
Behavior AnalystEducational DiagnosticiansGeneral Education AdministratorHigher EducationOccupational TherapistParents
Person on SpectrumPsychologistsSocial WorkerSpecial Education AdministratorSpeech Language PathologistTechnical Assistance Providers
November 2012
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Slide4Outline for Presentation
Definitions/foundationsProcess for determining eligibilityEvaluation areasEvaluation outcomes
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Slide5Definition of Assessment
Assessment is an ongoing, comprehensive process used to determine a student’s strengths and challenges in multiple areasEvaluation may be defined as a specific set of assessments designed to determine eligibility for services under IDEA
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Slide6Guiding Principles of Assessment
Each individual has limitless potentialEach student has an individual spectrum of characteristics, strengths and challenges that range from mild to severe across various domainsAssessment tools should be chosen to gather specific information based on the individual’s characteristics, be appropriate across the spectrum, and across the age-range
cont
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Slide7Guiding Principles of Assessment
Assessment is comprehensive; it goes beyond academics into various domains, such as sensory, social, behavior, and so forthInformation, observation, interviews, and interpretation by a skilled multidisciplinary team are each important to the assessment processThe essential information in assessment goes beyond the score on a particular assessment measure
cont
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Slide8Guiding Principles of Assessment
Team members should have experience and a broad knowledge of characteristics of ASD, assessment, intervention strategies, and development of program recommendations for students across the spectrum It is important to value the input of all members of the team, including parents/guardians and the student, as appropriate
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Slide9Educational Definition (IDEA) 34 CFR §300.8(c)(1)(i)
“Autism” means a developmental disability significantly affecting verbal and non-verbal communication and social interactions, generally evident before age 3, that adversely affects a child’s educational performance.
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Slide10Communication and Social Challenges
Nonverbal & verbal communicationNonverbalEcholalicInitiating and maintaining social interactionsSuperficially socialActive
“Little professor” presentationConveying own thoughtsLiteralnessHidden curriculumPerspective takingPassiveWithdrawn
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Slide11Adverse Effect on Educational Performance…
Academic performanceCommunication functioning Social functioningPragmatic language Organizational skillsGroup work skills
Problem solving skillsEmotional regulation HygieneBehaviorAttention challengesDaily living skills/adaptive behaviorTransition
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Slide12Educational Definition (IDEA) 34 CFR §300.8(c)(1)(i)
Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in routine, and unusual responses to sensory experiences.
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Slide13Restricted, Repetitive, and Stereotyped Patterns of Behaviors and Interests
Repetitive, stereotypic movementsNarrow, intense interestsOften appear “uncontrollable”Role of the interest: interest; fun; security, comfort; relaxation; stress reductionMay change over time
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Slide14The Sensory Systems
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Slide15Characteristics
When you have seen one child with autism, you have seen one child with autism. Stephen Shore, n.d
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Slide16Diagnosis vs. Eligibility Process
DiagnosisEligibilityBased on a set of criteria (e.g., DSM-IV-TR, ICD-10)Based on federal law (IDEA)Refers to a specific disorder (e.g., Autistic Disorder, Asperger Disorder)Refers to a broad disability category Used in private settingsUsed only in public school systemMay be determined by an individual or teamMust be determined by a team
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Slide17Evaluation Procedures 34 CFR §300.304
(4) ...child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, motor abilities; academic performance, communicative status; (6) ... evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified.
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Slide18Areas Related to Disability
Autism characteristicsAcademic achievementAdaptive behaviorCognitiveDevelopmentalEmotional/behavioralFunctional/behavioral
MotorSensorySpeech/language/ communicationSocial/relationshipTransition Vocational
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Slide19Additional Requirement
The IEP Team including parents must review evaluations and information provided by the parents of the child..
34 CFR §300.305(a)(1)(i)
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Slide20Myth of “Medical Diagnosis”
“There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual’s communication, behavior, and developmental levels.”
Autism Society, n.d.
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Slide21Evaluation: Eligibility vs. Program Planning
EligibilityProgram PlanningPurposeDetermine eligibilityLooks at child as individual; strengths and weaknesses EvaluatorTeam of expertsIEP TeamLawConsent requiredNo consent required – Review existing dataScopeChild Find – all areas related to disabilityAreas needed for program planning
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Slide22Flow Chart
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Slide23Screening for ASD
Follow written district proceduresEnsure that at least one team member is familiar with characteristics of ASDAvoid unnecessary delays in identificationDelay in identification = Delay in interventionResearch shows that the earlier the intervention, the better the outcomes!It is never too late!
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Slide24Components of Evaluation
Obtaining informed consentVision/hearing clearanceScreening Structured interviewsStructured observationsNaturalistic observations
Developmental historyBio-psychosocial historyPrevious assessment historyRecords reviewChecklists Student assessments
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Slide25Student-Centered Factors that Influence Identification
Delay in assessment/identificationSeverity GenderEthnicity and cultureAgeEnglish language learnersOther disorders/co-occurring conditions
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Slide26Other Factors that Influence Identification
Experience/knowledge of school personnelLocal school district resourcesGeographical regionParent educational levelBehaviors that are not consistent across environmentsMisunderstanding of the characteristics of ASD
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Slide27Student Case Study
Questions for Group Discussion:Is there “reason to suspect” the presence of a disability?If yes, what specific areas of student need should be further explored through screening and/or evaluation for eligibility?
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Slide28A Valuable Resource
Texas Autism Resource Guide for Teaching TARGET)http://www.txautism.net/manual.htmlWritten for educational professionals and familiesAvailable at no costProvides information on evaluation for identification and programmingProvides information on assessment measures
cont
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Slide29A Valuable Resource: TARGET
Offers assessment information in the following areas
Autism Screening and AssessmentAcademic Achievement AssessmentAdaptive Behavior AssessmentCognitive AssessmentDevelopment AssessmentEmotional and Behavioral Assessment
Functional Behavior AssessmentMotor AssessmentSensory AssessmentSocial and Relationship AssessmentSpeech-Language AssessmentTransition and Vocational AssessmentOther Assessment
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Slide30TARGET (Myles, Bock & Simpson, 2001) Asperger Syndrome Diagnostic Scale
The ASDS is a norm-referenced measure consisting of 50 yes/no items. The ASD yields scores in five areas: cognitive, maladaptive, language, social, and sensorimotor, as well as an Asperger Syndrome Quotient (ASQ). The 5 subtests provide information comparing the behaviors of the individual to the behaviors of individuals diagnosed with Asperger Syndrome. The ASQ indicates the probability of AS. An individual who knows the child or adolescent well may complete the ASDS.
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Slide31TARGET: Summary of Screening and Diagnostic/Identification Tools
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Slide32TARGET: Research on Screening and Assessment Instruments
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Slide33TARGET: Misconceptions
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Slide34TARGET: References
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Slide35Eligible for IDEA Services
Develop IEP Determine strengths and present levels of performanceGoals/objectives/services/supportsBehavior plansMonitor progressEnsure future evaluationProvide procedural safeguards
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Slide36Ineligible for IDEA Services
Identify strengthsIdentify accommodations that can be incorporated into general educationDetermine resources/recommendations/universal designConsider 504 PlanMonitor student to determine need for additional assessment/evaluation
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Slide37Reflections!Questions? Discussion.
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Assessment for ASD
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