Comprehensive Autism Assessment (CAA) Planning Tool

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Helen Perry
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1 Comprehensive Autism Assessment (CAA) Planning Tool Family Needs & Priorities In relation to the individual, has the team considered: Family needs and priorities School and other service agency needs and priorities Neighborhood, community and friendship List Needs: List Priorities: to Preferences & Motivators In relation to the individual, has the team considered: s preferences? Potential motivators? If there are sufficient motivators available to establish cooperative interactions? List some of the individual s preferences: List items/events that the individual may be willing to work to obtain: to Interests & Strengths In relation to the individual, has the team considered: Any talents that the individual may pocess that would be useful to the educational/therapeutic The interests of the individual? List talents: List interests: to Skill strengths that the individual may present? Dev elo pm In relation to the individual, has the team considered: to 1

2 Emotional development? Physical development? Social development? Adaptive development? Communication development? Cognitive development? Components of communicative functioning: difficulty in these to Communication Receptive vocabulary Receptive language comprehension Expressive vocabulary Expressive syntax and grammar Requests items Requests actions Requests clarification Narrative language Ask questions for information Answer questions Articulation/oral motor Initiating communication Terminating communication Sustaining conversation Topic maintenance Reciprocity Turn-taking Pausing Interrupting Use of facial expression Use of body language Use of eye gaze Communi cation Mode Components of alternative communicative needs Is alternative communication If alternative communication is needed, has accessibility been assessed? Has the team considered these aspects of alternative communicative? to 2

3 If alternative communication is needed, has practicality/portability been assessed? If alternative communication is needed, have the skills needed by the communication partner been assessed? Social Competence related to social competence Social comfort Social engagement Social adaptability Social cognition Perspective taking Social behaviors difficulty in these to Neurocognitive related to neurocognition Organizational skills Planning skills Sequencing Problem solving Flexibility Memory Attention Processing speed Cognitive ability profile Sensory Processing related to sensory processing Sensory avoidant behaviors Sensory seeking behaviors Modulation E m o related to emotional 3

4 regulation Mood stability Mutual regulation (using others) Self regulation (self soothing, control) Anxiety management Coping skills Self awareness Challenging Behaviors Always assess these three areas related to challenging behaviors Function Related skill deficit Environmental context Has the team assessed all aspects related to challenging behaviors List Specific Findings: Adaptive/ Functional related to adaptive/functional skills Self help/activities of Daily Living Safety awareness/survival skills Community functioning Household management Self awareness and advocacy skills Leisure skills Participation skills across people, places, activities, difficulty in these 4

5 and items Perceptual Motor related to perceptual motor skills Gross motor Fine motor Visual/perceptual motor Grapho-motor Oral motor Motor planning Ocular Academic Learning Areas of academic functioning Reading Math Other content Post-Secondary Areas of vocational Preference Work behaviors Job skills Travel issues 5

6 Sexuality Awareness Areas of sexuality awareness Knowledge Social Safety Values Areas of medical concern related to daily functioning Medical Co-existing medical conditions Medications Hearing Vision Dental Sleep Nutrition/Eating Neurology 6

From: What s the problem? Pathway to Empowerment. Objectives 12/8/2015

From: What s the problem? Pathway to Empowerment. Objectives 12/8/2015 Overcoming Intellectual Disability and Autism to Achieve Vocational & Academic Success Pathway to Empowerment Objectives 1 2 4 Learn to distinguish between intellectual disability and autism spectrum disorders.