WV Policy 2419: Regulations for the Education of Students with Exceptionalities and Autism Frances Clark, Ed.D. Lanai Jennings, Ph.D. OSP JoDonna Burdoff Autism Outreach Coordinator WV Autism Training Center at Marshall University
Incidence 1600 1400 1200 1000 800 600 400 200 0 West Virginia Number of Identified Students with Autism 2001 2010
Definition: Autism Policy 2419 Autism is a developmental disability, generally evident before age three verbal and nonverbal communication social interaction Stereotyped patterns of behavior and resistance to change Must adversely affect educational performance
What areas must be evaluated for an initial evaluation? The evaluation shall be sufficiently comprehensive to identify all of the student s special education and related service needs whether or not commonly linked to the suspected exceptionality (Chapter 3, Section 4, p. 16 All areas healthrelated to the suspected vision exceptionality Language hearing and communication adaptive skills Social general skills intelligence and social interactions academic performance Behavior fine / gross motor student preference / assistive technology interests sensory issues
Who will conduct the evaluation? District staff will vary from county to county and by student needs. School Psychologist, Educational Diagnosticians, Specialists, Special Educators, Speech/Language Pathologists, Occupational Therapists, etc. Districts may also receive evaluations from a variety of external evaluators. The student is diagnosed as having autism by a psychiatrist, physician, licensed psychologist or school psychologist. (Policy 2419 chapter 4, section 3 pg. 21)
Components of Evaluation The FBA process, when needed, may include any of the following tools: Interview Review with parents early developmental and current concerns or target behaviors Include teachers and other caregivers as well as students if possible Record Review Direct Observation / Interaction with Child Rating Scales Direct Assessment
Diagnostic Interview Autism Diagnostic Interview Revised (ADI R) A semi structured interview for caregivers that addresses early and current development.
Observational Instruments The Autism Diagnostic Observation Schedule (ADOS) Gold Standard observation tool Semi structured assessment of communication, social interaction, and play Best practice is two evaluators One ADOS kit is available per each RESA for loan ADOS training is available for School Psychologists (September 19, 20, 2011 in Clarksburg, WV)
Rating Scales CARS 2 ( Childhood autism rating scale) Tool that can be used to structure observations of children over the age of two. Often the CARS is used incorrectly as an interview checklist. GARS 2 ( Gilliam Autism Rating Scale) Matches the current DSM criteria. Children 3 22 Most frequently used Poor validity Social Responsiveness Scale. Children 4 18 Distinguishes autism spectrum conditions from other child psychiatric conditions by identifying presence and extent of autistic social impairment Autism Spectrum Rating Scale. Children 2 6 and 7 18
Other Types of Assessment Teams must consider on a case by case basis Cognitive / ability measures Adaptive behavior* Speech and language* Achievement / performance measures Motor and/or sensory Reinforcer / preference assessment Perspective taking task E.g., Sallie Anne Task
Sallie Anne Task 1. Where was Sally s ball in the beginning? 2. Where is Sally s ball now? 3. Where does Sally think her ball is? Children with mental impairments/ Down Syndrome outperform peers with autism Only approximately 14 20% of students with autism pass perspective question
Perspective Taking and Joint Attention Tasks Mean Monkey http://www.youtube.co m/watch?v=tjkb6nrk1c A&feature=related Crayon Box http://www.youtube.co m/watch?v=flv2bggrri Y&feature=related Scary Robot http://www.youtube.co m/watch?v=tif4u3ojt2 M&feature=related
Policy 2419 Autism Eligibility Criteria 1. Documentation will assure that the student meets a total of six (or more) items from a., b., and c., with at least two from a, and one each from b and c: a. Qualitative impairment in social interaction, as manifested by at least two of the following: Marked impairment in the use of multiple nonverbal behaviors such as eye to eye gaze, facial expression, body postures, and gestures to regulate social interaction; Failure to develop peer relationships appropriate to developmental level; A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest); Lack of social or emotional reciprocity.
Policy 2419 Autism Eligibility Criteria 1. Documentation will assure that the student meets a total of six (or more) items from a., b., and c., with at least two from a, and one each from b and c: b. Qualitative impairments in communication as manifested by at least one of the following: Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime); In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others; Stereotyped and repetitive use of language or idiosyncratic language; Lack of varied, spontaneous make believe play or social imitative play appropriate to developmental level.
Policy 2419 Autism Eligibility Criteria 1. Documentation will assure that the student meets a total of six (or more) items from a., b., and c., with at least two from a, and one each from b and c: c. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus; Apparently inflexible adherence to specific, nonfunctional routines or rituals; Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole body movements); Persistent preoccupation with parts of objects.
Policy 2419 Autism Eligibility Criteria 1. Documentation will assure that the student meets a total of six (or more) items from a., b., and c., with at least two from a, and one each from b and c: (Prong 1) 2. The student is diagnosed as having autism by a psychiatrist, physician, licensed psychologist or school psychologist. 3. The student s condition adversely affects educational performance. (Prong II) 4. The student needs special education. (Prong III) 5. The student s educational performance is not adversely affected primarily because the student has an emotional/behavioral disorder
Adverse Effect Maintain an appropriate conversation? Demonstrate sufficient social skills to be successful in life? Adapt to environmental changes and a variety of sensory stimuli?
District Reported Challenges 1) Doctors send scripts indicating an autism diagnosis but provide no concrete data to support decision 2) Doctors provide prescriptions with autism diagnoses when students do not need specially designed instruction
Doctor Prescriptions Scripts Ask parent, medical doctor or psychologists to provide supporting documentation and evaluation See example provided by Dr. Fred Krieg Specially Designed Instruction Has the EC team considered more than just academics? Social/emotional context of disability Sensory / environmental needs
District Questions 1. How may students diagnosed with PDD or Aspergers qualify for special education services? Examine autism for criteria first in WV Policy 2419. Does the student meet criteria? Are there other eligibility areas or comorbidity to consider? Developmental Delay (Ages 3 5 only) Language Impairment EBD
If a child ages 3 5 meets criteria for both autism and developmental delay, what is the most appropriate disability category? Considerations Policy 2419 does not stipulate a right or wrong answer There is a special consideration clause under Developmental Delay stating for students with vision / hearing impairments, the more specific disability (i.e., not DD) is the appropriate decision Best practice recommendation is to select the more specific disability category Access to additional services and best practice interventions for autism Is the EC team delaying a difficult discussion with parents? Is case manager certification an issue? Which staff results in the best student teacher match for intervention efficacy?
Can a district require all school psychologists to use the ADOS when a student is suspected of having autism?
Assessment for Intervention In contrast to viewing the referral problems as diagnostic problems, one could also conceptualize their referrals as questions.which strategies would be likely to improve student skills (Shapiro, 1996)
Assessment Intervention Link How confident are you in your ability to provide strong psychoeducational recommendations for students with autism or autism spectrum disorders? 18 16 14 12 10 8 6 4 2 0 Very Confident (1) 2 3 4 Not At All Confident (5)
All participants:the West Virginia Department of 9Will attend three days of (WVDE), training atoffice Chief Logan Lodge and Education of Special Conference Center Sept 28 30, 2011. with the Programs, in partnership 9Will completeautism approximately hours of additional work, per Training20Center (ATC) is semester, above and beyond the traditional instructional day to offering to provide special educators support this initiative. the opportunity to develop and 9Will be expected to disseminate the knowledge and skills, based on implement effective, innovative individual action within their county andplans, evidence-based practices for 9Will attend a one day winter follow up meetings, locations and students with 2011 Autism. date to be determined. Participants will be involved for two years to gain 9Will attend a one day spring 2012 follow up meetings, locations and instructional expertise as an in-county autism consultant. date to be determined. Individuals will need to complete seven (7.5) days of autism 9Will assisttraining with ongoing collection and individuals program evaluation specific duringdata Phase 1. These must be of this initiative willing to assist personnel serving students with autism and 9At a minimum, participate in monthly Conference Calls and/or other pervasive developmental disorders (PDD), and those webinars exhibiting behaviors characteristics of the target disorders.
39 51 WV Autism Academies Summer 2011 # Action Plans Returned Day 3 Action Plan Return # Day 2 Action Plan Return # Day 1 Action Plan Return # 67 16 15 8 19 18 14 23 18 26 All Aacademy Coaches (n=86) AAcademy 1 Coaches (n=28) AAcademy 2 Coaches (n=24) AAcademy 3 Coaches (n 34)
WV Autism Academies Summer 2011 % Action Plans Returned Day 1, 78% Day 1, 82% Day 1, 75% Day 1, 76% Day 2, 59% Day 3, 45% Day 2, 68% Day 3, 57% Day 2, 75% Day 3, 63% Day 2, 41% Day 3, 24% All Aacademy Coaches (n=86) AAcademy 1 Coaches (n=28) AAcademy 2 Coaches (n=24) AAcademy 3 Coaches (n 34)
Contact Information Lanai Jennings, Ph.D., ljennings@access.k12.wv.us JoDonna Burdoff jdburdoff@gmail.com Frances Clark, Ed.D. fclark@access.k12.wv.us Phone 304.558.2696