Assessment for ASD

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Assessment for ASD




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Presentations text content in Assessment for ASD

Slide1

Assessment for ASD Eligibility Determination

April 2014

IDEA Partnership

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Slide2

Jointly 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)

Slide3

Development 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

IDEA Partnership

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Slide4

Outline for Presentation

Definitions/foundationsProcess for determining eligibilityEvaluation areasEvaluation outcomes

November 2012

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IDEA Partnership

Slide5

Definition 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

November 2012

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IDEA Partnership

Slide6

Guiding 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

November 2012

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IDEA Partnership

Slide7

Guiding 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

November 2012

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IDEA Partnership

Slide8

Guiding 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

November 2012

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IDEA Partnership

Slide9

Educational 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.

November 2012

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IDEA Partnership

Slide10

Communication and Social Challenges

Nonverbal & verbal communicationNonverbalEcholalicInitiating and maintaining social interactionsSuperficially socialActive

“Little professor” presentationConveying own thoughtsLiteralnessHidden curriculumPerspective takingPassiveWithdrawn

November 2012

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IDEA Partnership

Slide11

Adverse Effect on Educational Performance…

Academic performanceCommunication functioning Social functioningPragmatic language Organizational skillsGroup work skills

Problem solving skillsEmotional regulation HygieneBehaviorAttention challengesDaily living skills/adaptive behaviorTransition

November 2012

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IDEA Partnership

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Educational 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.

November 2012

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IDEA Partnership

Slide13

Restricted, 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

November 2012

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IDEA Partnership

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The Sensory Systems

November 2012

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IDEA Partnership

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Characteristics

When you have seen one child with autism, you have seen one child with autism. Stephen Shore, n.d

November 2012

IDEA Partnership

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Diagnosis 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

November 2012

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IDEA Partnership

Slide17

Evaluation 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.

November 2012

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IDEA Partnership

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Areas Related to Disability

Autism characteristicsAcademic achievementAdaptive behaviorCognitiveDevelopmentalEmotional/behavioralFunctional/behavioral

MotorSensorySpeech/language/ communicationSocial/relationshipTransition Vocational

November 2012

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IDEA Partnership

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Additional 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)

November 2012

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IDEA Partnership

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Myth 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.

November 2012

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IDEA Partnership

Slide21

Evaluation: 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

November 2012

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IDEA Partnership

Slide22

Flow Chart

November 2012

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IDEA Partnership

Slide23

Screening 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!

November 2012

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IDEA Partnership

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Components of Evaluation

Obtaining informed consentVision/hearing clearanceScreening Structured interviewsStructured observationsNaturalistic observations

Developmental historyBio-psychosocial historyPrevious assessment historyRecords reviewChecklists Student assessments

November 2012

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IDEA Partnership

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Student-Centered Factors that Influence Identification

Delay in assessment/identificationSeverity GenderEthnicity and cultureAgeEnglish language learnersOther disorders/co-occurring conditions

November 2012

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IDEA Partnership

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Other 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

November 2012

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IDEA Partnership

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Student 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?

November 2012

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IDEA Partnership

Slide28

A 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

November 2012

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IDEA Partnership

Slide29

A 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

November 2012

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IDEA Partnership

Slide30

TARGET (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.

November 2012

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TARGET: Summary of Screening and Diagnostic/Identification Tools

November 2012

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IDEA Partnership

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TARGET: Research on Screening and Assessment Instruments

November 2012

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IDEA Partnership

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TARGET: Misconceptions

November 2012

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IDEA Partnership

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TARGET: References

November 2012

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IDEA Partnership

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Eligible for IDEA Services

Develop IEP Determine strengths and present levels of performanceGoals/objectives/services/supportsBehavior plansMonitor progressEnsure future evaluationProvide procedural safeguards

November 2012

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IDEA Partnership

Slide36

Ineligible 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

November 2012

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IDEA Partnership

Slide37

Reflections!Questions? Discussion.

November 2012

IDEA Partnership

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