Assessment for ASD Programming

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Jointly Developed By:

The Autism Society The IDEA Partnership Project (at NASDSE)

With funding from the US Department of Education, Office of Special Education

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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

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Outline for Presentation

Definitions Guiding principles Domains and areas of program assessment Assessment/Programming process Developing programming based on

assessment/data collection Outcomes of program assessment

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Definitions of Assessment & Evaluation

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

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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

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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

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Guiding Principles of Assessment

It is Important to understand the overlap in assessment and program planning:

Use a variety of tools to create the program Program to both the strengths and the challenges

across environments Behaviors occurring in multiple settings may be

prioritized over those that are limited to a single environment

Determine priority or recommendations – looking ahead to the next environment, values of family, building toward transitions, and importance for successful adult life, etc.

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Let’s Watch This Video on a Girl with ASD

http://www.youtube.com/watch?v=qs5L2R2lZAU

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Let’s Watch This Video on a Boy with ASD

http://www.youtube.com/watch?v=TxVtJs-ZtW8

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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.

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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.

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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

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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

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Areas of Program Assessment

Academic Achievement Alternate Assessment

Adaptive Behavior Assessment Developmental Assessment Functional Behavioral Assessment

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Assessment Areas or Domains Triad

Social Restricted patterns of behavior Communication

Associated characteristics Sensory Cognitive Motor Emotional vulnerability

Known biological factors

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Choose Assessment Measures

Multiple measurements Formal and informal Strengths and challenges

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Assess/Data Collection

Develop a collaborative team including parent/family and student

Review existing data including placement evaluation information

Administer assessments, including interviews and observations

Evaluate student’s performance in a variety of settings and situations

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Translate Assessment Into IEP, Curriculum Objectives & Program Supports

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Translate Assessment into Goals and Objectives

Identify student’s strengths, needs, and present levels of performance

Consider values of family, community and culture

Identify expectations of future environments Consider age and overall learning goals for

all students of that age

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Translate Assessment Into IEP and Curriculum Objectives and Program Supports

Select Intervention Strategies and Program Supports

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Select Intervention Strategies and Program Supports

Designed for each student based on Learning style Assessment findings Data response to previous interventions Strengths and interests Age Identified benchmarks/objectives

Examples include PECS -- Social Narratives -- 5pt Scale Touch Math -- Weighted Vests -- Visual Schedules

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Embed Strategies into Classroom Activities

Consider how interventions/strategies can be utilized throughout the various activities that occur in school What activity? When does it occur? In which setting? Who else is involved? (student or group) Subject area

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Progress Monitoring

Describe type of data to collect Identify days and times to collect data Create/identify data Present data Review data Identify criteria for program changes

http://www.studentprogress.org/

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Reflections!

Questions?

Discussion.

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