ASSESSMENT ELEMENTARY POINT PERSON TRAINING PRESENTED BY: PAM LEONARD SABRINA BEAUDRY

Transcription

1 ASSESSMENT ELEMENTARY POINT PERSON TRAINING PRESENTED BY: PAM LEONARD SABRINA BEAUDRY 1/26/11

2 IDEA Partnership 2 ASSESSMENT FOR ASD ELIGIBILITY DETERMINATION October 2010

3 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)

4 Development Team The 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

5 Outline for presentation from Department of Education 5 Definitions/foundations Process for determining eligibility Evaluation areas Evaluation outcomes IDEA Partnership October 2010

6 Definition of Assessment 6 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 IDEA Partnership October 2010

7 Guiding Principles of Assessment 7 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 IDEA Partnership October 2010 cont

8 Guiding Principles of Assessment 8 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 IDEA Partnership October 2010 cont

9 Guiding Principles of Assessment 9 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 IDEA Partnership October 2010

10 Educational Definition (IDEA) 34 CFR 300.8(c)(1)(i) 10 Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interactions, generally evident before age 3, that adversely affects a child s educational performance. IDEA Partnership October 2010

11 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 IDEA Partnership 11

12 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 IDEA Partnership 12

13 13 Educational Definition (IDEA) 34 CFR 300.8(c)(1)(i) also includes 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. IDEA Partnership October 2010

14 14 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 IDEA Partnership October 2010

15 The Sensory Systems 15 IDEA Partnership October 2010

16 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

17 Diagnosis vs. Eligibility Process 17 Diagnosis Based on a set of criteria (e.g., DSM-IV-TR, ICD-10) Refers to a specific disorder (e.g., Autistic Disorder, Asperger Disorder) Used in private settings May be determined by an individual or team Eligibility Based on federal law (IDEA) Refers to a broad disability category Used only in public school system Must be determined by a team IDEA Partnership October 2010

18 Evaluation Procedures 34 CFR (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. IDEA Partnership October 2010

19 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 IDEA Partnership 19

20 Additional Requirement The IEP Team including parents must review evaluations and information provided by the parents of the child.. 34 CFR (a)(1)(i) October 2010 IDEA Partnership 20

21 Myth of Medical Diagnosis 21 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

22 Evaluation: Eligibility vs. Program Planning 22 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 IDEA Partnership October 2010

23 Flow Chart 23 Suspect Refer Screen Autism Specific Evaluate IDEA Partnership October 2010

24 Screening for ASD 24 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! IDEA Partnership October 2010

25 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 IDEA Partnership 25

26 Student-Centered Factors that Influence Identification 26 Delay in assessment/identification Severity Gender Ethnicity and culture Age English language learners Other disorders/co-occurring conditions IDEA Partnership October 2010

27 Other Factors that Influence Identification 27 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 IDEA Partnership October 2010

28 Student Case Study 28 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? IDEA Partnership October 2010

29 Eligible for IDEA Services 29 Develop IEP Determine strengths and present levels of performance Goals/objectives/services/supports Behavior plans Monitor progress Ensure future evaluation Provide procedural safeguards IDEA Partnership October 2010

30 Ineligible for IDEA Services 30 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 IDEA Partnership October 2010

31 A Valuable Resource 31 Texas Autism Resource Guide for Teaching TARGET) Written for educational professionals and families Available at no cost Provides information on evaluation for identification and programming Provides information on assessment measures IDEA Partnership October 2010 cont

32 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

33 Let s take a break

34 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

35 Let s Practice

36 ISBE Domain Sheet Academic Achievement Functional Performance Cognitive Functioning Communication Status Health Hearing/vision Motor- Fine/Gross Social Emotional

37 Tell Us About Academic Achievement

38 Academic Achievement Independence? Application of skill? How compare to same age peers?

39 Some Tools Teacher reports Student grades/work samples/classroom tests CBMs/Benchmarking Rubrics Data from instruction

40 Tell Us About Functional Performance:

41 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

42 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

43 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)

44 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)

45 Tell Us About Cognitive Functioning:

46 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

47 Some Tools Nonverbal measures of intelligence PEP-3 Wechsler scales (for HFA, Asperger's) Stanford-Binet Intelligence Scale Time on task data collection

48 Tell Us About Communication Functioning:

49 Communication - NOT JUST SPEECH/LANGUAGE Communicative intents What?, How?, To Who?, Where?, When? Social Communication/Perspective Taking Skills Echolalia Pragmatics Social Problem Solving

50 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

51 Tell Us About Health Information:

52 Health File Review Update medical- consents for doctor conversations Diets/medications Co-morbidity questions Can be many changes in this area during puberty

53 Tell Us About Hearing/Vision Information:

54 Hearing/Vision Update Is the student receiving any vision/hearing therapy?

55 Tell Us About Motor Skills:

56 Motor-Fine & Gross How do motor skills impact educational performance? Motor imitation Motor sequencing Motor initiation

57 Tell Us About Social Emotional Functioning:

58 Social Emotional Coping/calming strategies Self-awareness &/or ability to discuss disability and how it impacts self Motivation Family Factors

59 Social Emotional con t: Co-morbidity ADD/ADHD Anxiety Disorders Generalized Anxiety Disorder Social Anxiety Disorder Obsessive Compulsive Disorder Mood Disorder Depression Bi-Polar

60 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)

61 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)

62 Take a Look Reflect

63 Resources (power points and presenters guides) (OCALI) (Life Journey Through Autism: A Parent s Guide to Assessment, by OAR)

64 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)