Assessment

Initial Eligibility

DisclaimerThe Southern California Autism Training Collaborative (SCATC) has provided information included in this original format of the training manual (dated August 2007). SCATC is not

responsible for any changes made to this training protocol by subsequent users.

IEP Goals And

Objectives

Report ofProgress/

IEP Meeting

Assessment Process

Designing ClassroomActivities

CollectingData

AUTISM Complex neurobiological (brain) disorder of development that

is life long.

It inhibits a person’s ability to communicate and develop social relationships and is often accompanied by extreme behavioral challenges.

It is severe and pervasive developmental disturbance.

The Centers for Disease Control and Prevention have called autism a national public health crises whose cause and cure remain unknown.

Common for ASD to be co-morbid with other disorders (i.e., affective disorders, Tourette’s Syndrome, obsessive compulsive disorders).

Eligibility Criteria Under IDEIA

Individual with Disabilities Education Improvement Act 2004

(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance.

(ii) A child who manifests the characteristics of “autism” after age 3 could be diagnosed as having “autism” if the criteria in this section are satisfied.

{(Code of Federal Regulations, Title 34, Section 300.7 (b)(1)}

Sorry, no magical device that detects the presence of Autism Spectrum Disorders.

Use rating scales, standardized measures and observations to help identify Autism Spectrum Disorders.

IDENTIFICATION AND ASSESSMENT

No objective biological test, such as a blood test or an X-ray examination, can confirm a child’s PDD diagnosis.

Complicated, much like putting together a jigsaw puzzle that does not have a clear border and picture.

Identification reflects the clinician’s best informed

judgment. National Dissemination Center for Children with Disabilities (NICHCY)

IDENTIFICATION AND ASSESSMENT

No test currently available provides conclusive autism results.

Because of the complexity of autism and the many forms it may take, it is unlikely that such an instrument will be developed in the foreseeable future.

Professionals must make interpretations and draw conclusions based on various sources of information, often leading to different diagnostic conclusions.

ASSESSMENT: PURPOSES

Determine whether a child does/does not meet eligibility criteria as a child with autism.

Provide information about child’s educational, physical, social, and psychological strengths and weaknesses.

Develop effective intervention, treatment, and educational programs.

Qualitative Assessment

Functioning level and interface between the

areas of Social interaction Social communication Social imagination, flexible thinking and play Cognitive ability Developmental skills in areas such as attention

control, language levels, fine- and gross-motor functioning and independence skills

A thorough developmental history Background medical information Information from any therapeutic

interventions Educational history Current educational attainments

Assessment should include:

A Thorough Assessment includes…

Collecting and interpreting information about:

Intellectual/cognitive ability (verbal/non verbal) Behavioral features/characteristics Social interaction/emotional functioning Perceptual strengths and weaknesses Adaptive functioning/self-help skills Communication (receptive and expressive)

Home and family based School, nursery or playgroup setting Within therapy settings

Remember to observe both in structured and unstructured settings!!!

Assessment should include information from and observation within a range of settings:

BASIC REQUIREMENTS Professional who is trained and competent

in using an instrument and/or procedure. Normative sample permits evaluations of a

child with autism; make administration, scoring, and interpretation adjustments when conducting assessments of children with autism.

Evaluations are based on samples of behavior that may or may not be representative of a child’s ability.

The Initial Assessment

Initial diagnosis is made by a professional experienced in the evaluation of child developmental disorders.

A qualified professionals may include:

• pediatrician• pediatric neurologist• developmental pediatrician• developmental psychologist• child psychiatrist• psychologist

RELEASE OF INFORMATION

R.O.I.

Sources of Information include…

Parents and Caretakers Educators (general and special) Speech-Language Pathologists

Audiologists Occupational Therapists

Physical Therapists School Psychologists

Components of a GOOD Report

COGNITION:

Uneven development of cognitive skills

Relative strength in processing visual versus verbal information

Trouble responding to verbal information presented at a fast pace

Trouble understanding multiple-step commands

Inconsistent understanding of verbal information

A need for verbal information to be repeated, especially information that is new.

COMMUNICATION:

Difficulty understanding social rules such as taking turns and sharing;

Problems understanding and reading the emotions of others;

Difficulty taking the perspective of other people (e.g. theory of mind);

Problems initiating and maintaining interactions and conversations with other people.

Social Understanding

Difficulty screening out distractions; Difficulty completing activities independently

and initiating work activities; Problems organizing free time and stopping

one activity and moving on to the next; Difficulty being flexible, shifting attention to a

new focus Problems doing more than one thing at a

time.

Behaviors

Please review individual slides for specific

references.

Further references to be listed.

Please review individual slides for specific

references.

Further references to be listed.