assessment - curriculumconnection4sped · assessment is comprehensive; it goes beyond academics...
TRANSCRIPT
ASSESSMENT
ELEMENTARY POINT PERSON
TRAININGPRESENTED BY:
PAM LEONARD
SABRINA BEAUDRY
1/26/11
ASSESSMENT FOR ASD
ELIGIBILITY DETERMINATION
October 2010
IDEA Partnership 2
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)
Development TeamThe following role groups worked together to create the documents and tools for the
ASD Assessment for Identification presentation:
Behavior Analyst
Educational
Diagnosticians
General Education
Administrator
Higher Education
Occupational Therapist
Parents
Person on Spectrum
Psychologists
Social Worker
Special Education
Administrator
Speech Language
Pathologist
Technical Assistance
Providers
October 2010 IDEA Partnership 4
Outline for presentation from
Department of Education
Definitions/foundations
Process for determining eligibility
Evaluation areas
Evaluation outcomes
October 2010
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IDEA Partnership
Definition of Assessment
Assessment is an ongoing, comprehensive process used
to determine a student’s strengths and challenges in
multiple areas
Evaluation may be defined as a specific set of
assessments designed to determine eligibility for
services under IDEA
October 2010
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IDEA Partnership
Guiding Principles of Assessment
Each individual has limitless potential
Each student has an individual spectrum of
characteristics, strengths and challenges that range
from mild to severe across various domains
Assessment tools should be chosen to gather specific
information based on the individual’s characteristics,
be appropriate across the spectrum, and across the
age-range
contOctober 2010
7
IDEA Partnership
Guiding Principles of Assessment
Assessment is comprehensive; it goes beyond
academics into various domains, such as sensory,
social, behavior, and so forth
Information, observation, interviews, and
interpretation by a skilled multidisciplinary team are
each important to the assessment process
The essential information in assessment goes beyond
the score on a particular assessment measure
contOctober 2010
8
IDEA Partnership
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
October 2010
9
IDEA Partnership
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.
October 2010
10
IDEA Partnership
Communication and Social Challenges
Nonverbal & verbal
communication
Nonverbal
Echolalic
Initiating and
maintaining social
interactions
Superficially social
Active
“Little professor”
presentation
Conveying own thoughts
Literalness
Hidden curriculum
Perspective taking
Passive
Withdrawn
October 2010 11IDEA Partnership
Adverse Effect on Educational
Performance…
Academic performance
Communication
functioning
Social functioning
Pragmatic language
Organizational skills
Group work skills
Problem solving skills
Emotional regulation
Hygiene
Behavior
Attention challenges
Daily living
skills/adaptive behavior
Transition
October 2010 12IDEA Partnership
Educational Definition (IDEA)
34 CFR §300.8(c)(1)(i) also includes
Other characteristics often associated with autism are engagement in repetitiveactivities and stereotyped movements, resistance to environmental change or change in routine, and unusual responses to sensoryexperiences.
October 2010
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IDEA Partnership
Restricted, Repetitive, and Stereotyped Patterns of
Behaviors and Interests
Repetitive, stereotypic movements
Narrow, intense interests
Often appear “uncontrollable”
Role of the interest: interest; fun; security, comfort;
relaxation; stress reduction
May change over time
October 2010
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IDEA Partnership
The Sensory Systems
October 2010
15
IDEA Partnership
In case we forget…….
When you have
seen one child
with autism, you
have seen one
child with autism.
Stephen Shore, n.d
October 2010 IDEA Partnership 15
Diagnosis vs. Eligibility Process
Diagnosis Eligibility
Based 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 settings Used only in public school
system
May be determined by an
individual or team
Must be determined by a
team
October 2010
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IDEA Partnership
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.
October 2010
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IDEA Partnership
Areas Related to Disability
Autism characteristics
Academic achievement
Adaptive behavior
Cognitive
Developmental
Emotional/behavioral
Functional/behavioral
Motor
Sensory
Speech/language/
communication
Social/relationship
Transition
Vocational
October 2010 19IDEA Partnership
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)
October 2010 20IDEA Partnership
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.
October 2010
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Evaluation:
Eligibility vs. Program Planning
Eligibility Program Planning
Purpose Determine eligibility Looks at child as individual;
strengths and weaknesses
Evaluator Team of experts IEP Team
Law Consent required No consent required – Review
existing data
Scope Child Find – all areas
related to disability
Areas needed for program
planning
October 2010
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IDEA Partnership
Flow Chart
Suspect ReferScreen –Autism Specific
Evaluate
October 2010
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IDEA Partnership
Screening for ASD
Follow written district procedures
Ensure that at least one team member is familiar with
characteristics of ASD
Avoid unnecessary delays in identification
Delay in identification = Delay in intervention
Research shows that the earlier the intervention, the better
the outcomes!
It is never too late!
October 2010
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IDEA Partnership
Components of Evaluation
Obtaining informed
consent
Vision/hearing
clearance
Screening
Structured interviews
Structured observations
Naturalistic
observations
Developmental history
Bio-psychosocial history
Previous assessment
history
Records review
Checklists
Student assessments
October 2010 25IDEA Partnership
Student-Centered Factors that
Influence Identification
Delay in assessment/identification
Severity
Gender
Ethnicity and culture
Age
English language learners
Other disorders/co-occurring conditions
October 2010
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IDEA Partnership
Other Factors that Influence
Identification
Experience/knowledge of school personnel
Local school district resources
Geographical region
Parent educational level
Behaviors that are not consistent across environments
Misunderstanding of the characteristics of ASD
October 2010
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IDEA Partnership
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?
October 2010
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IDEA Partnership
Eligible for IDEA Services
Develop IEP
Determine strengths and present levels of performance
Goals/objectives/services/supports
Behavior plans
Monitor progress
Ensure future evaluation
Provide procedural safeguards
October 2010
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IDEA Partnership
Ineligible for IDEA Services
Identify strengths
Identify accommodations that can be incorporated
into general education
Determine resources/recommendations/universal
design
Consider 504 Plan
Monitor student to determine need for additional
assessment/evaluation
October 2010
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IDEA Partnership
A Valuable Resource
Texas Autism Resource Guide for Teaching TARGET)
http://www.txautism.net/manual.html
Written for educational professionals and families
Available at no cost
Provides information on evaluation for identification
and programming
Provides information on assessment measures
cont
October 2010
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IDEA Partnership
In the elementary setting we most
likely will use assessments for:
Initial assessment for diagnosis or initial eligibility
into special education
Re-evaluation for eligibility determination
Re-evaluation for additional information to assist in
making programming decisions
Monitor progress
Let’s take a break
Assessment Process- Ten tips
according to Grossman and Aspy
Plan and Prepare
Communicate and Inform
Work as a team
Keep and open mind
Schedule time to process
Think recommendations
Allow for fun and flexibility
Reinforce
Observe across settings
Be responsive
Let’s Practice
ISBE Domain Sheet
Academic Achievement
Functional Performance
Cognitive Functioning
Communication Status
Health
Hearing/vision
Motor- Fine/Gross
Social Emotional
Tell Us About Academic Achievement
Academic Achievement
Independence?
Application of skill?
How compare to same age peers?
Some Tools…
Teacher reports
Student grades/work samples/classroom tests
CBMs/Benchmarking
Rubrics
Data from instruction
Tell Us About Functional Performance:
Functional Performance-this has nothing
to do with academic knowledge
For students with ASD…you would reference the
Autism IEP considerations page.
Independence
Self-help skills applicable to school
Daily living skills applicable to school
Sensory regulation
Ability to handle change and/or transitions
Repetitive actions/thoughts &/or stereotypic behaviors
Functional Performance cont……
Behavior
Independence in using support systems
individual schedules
task organizers
communication supports
transition supports
Student’s awareness of how their actions affects others or awareness of their disability
Some Tools…
Student interview
Parent interview
Behavioral Observations
BASC2- Broad measure of a variety of behaviors
Achenbach measures (CBCL-Childhood Behavior Checklist; TRF-Teacher Report Form)-Broad measures of a variety of behaviors
Functional Analysis (Tools: MAS-Motivation Assessment Scale, FACTS)
Down and Dirty Cheat Sheet (on wiki)
More Tools…
SFA
TTAPP
VB-MAPP
ABLLS-R
Autism/Asperger’s checklists (GARS2, GADS, CARS, ASDS, ADOS)
Sensory Profiles
General Education Classroom Behavior Skills Evaluation (Wiley & Sons, Inc)
Tell Us About Cognitive Functioning:
Cognitive Functioning
File Review
How does student learn best- 1:1, small group,
whole group/classroom
Rate of learning
Attention/Concentration
Memory
Problem Solving
Verbal skills
Some Tools…
Nonverbal measures of intelligence
PEP-3
Wechsler scales (for HFA, Asperger's)
Stanford-Binet Intelligence Scale
Time on task data collection
Tell Us About Communication
Functioning:
Communication -”NOT JUST
SPEECH/LANGUAGE”
Communicative intents
What?, How?, To Who?, Where?, When?
Social Communication/Perspective Taking Skills
Echolalia
Pragmatics
Social Problem Solving
Some Tools…
Standardized assessments
Language Samples
Language Comprehension Inventory (Teaching Children
with Autism, Quill)
Checklist of Communicative Functions and Means (Weatherby & Prizant)
Socioemotional Dimensions in Communication Assessment (Prizant & Myers)
Social Communication checklist or rating scales
Michelle Garcia Winner assessment protocol
Tell Us About Health Information:
Health
File Review
Update medical- consents for doctor
conversations
Diets/medications
Co-morbidity questions
Can be many changes in this area
during puberty
Tell Us About Hearing/Vision
Information:
Hearing/Vision
Update…
Is the student receiving any vision/hearing
therapy?
Tell Us About Motor Skills:
Motor-Fine & Gross
How do motor skills impact educational
performance?
Motor imitation
Motor sequencing
Motor initiation
Tell Us About Social Emotional
Functioning:
Social Emotional
Coping/calming strategies
Self-awareness &/or ability to discuss disability
and how it impacts self
Motivation
Family Factors
Social Emotional con’t:
Co-morbidity
ADD/ADHD
Anxiety Disorders
Generalized Anxiety Disorder
Social Anxiety Disorder
Obsessive Compulsive Disorder
Mood Disorder
Depression
Bi-Polar
Some Tools…
Profile of Social Difficulty (Super Skills, Judith Coucovanis)
Autism Social Skills Profile (Building Social Relationships, Scott Bellini)
Social Skills Checklist (Do, Watch, Listen, Say, Kathleen Quill)
Chapter 5 from Incorporating Social Skills in the Classroom (Rebecca Moyes)
Progress Tracking Form (Relationship Development Intervention with Young Children, Steven E. Gutstein & Rachelle K. Sheely)
More Tools:
MASC-Multi-dimensional Anxiety Scale for Children
SCARED-Screening for Childhood Anxiety & Related Disorders
CDI-Childhood Depression Inventory
Social Interaction Checklist (James Emmett)
Take a Look
Reflect…
Resources
www.ideapartnership.org (power points and
presenters guides)
www.txautism.net/manual.html
www.autisminternetmodules.org (OCALI)
www.autismcenter.org (Life Journey Through Autism:
A Parent’s Guide to Assessment, by OAR)
Resources…
University of Washington Autism Center (go to Resources for videos)
Evidence Based Practice and Autism in the Schools Educator Manual (on wiki)
Guidelines for Speech-Language Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders Across the Life Span (ASHA- on wiki)
Interdisciplinary Assessment of Young children With Autism Spectrum Disorder (ASHA- on wiki)
Autism Spectrum Disorders in the Schools, Assessment, Diagnosis, & Intervention… (Gail Richard- on wiki)