EDUCATIONAL ASSESSMENT OF AUTISM A Team Approach Rosanne Douville, AuD, CCC/A, SLP Marcia Kress, MA., NCSP Lisa Saylor, MS.Ed. Amy Wade, M.S., CCC/SLP 1
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EDUCATIONAL ASSESSMENT OF AUTISM
A Team Approach
Rosanne Douville, AuD, CCC/A, SLP
Marcia Kress, MA., NCSP
Lisa Saylor, MS.Ed.
Amy Wade, M.S., CCC/SLP 1
PHILOSOPHY OF COMPREHENSIVE
APPROACH
Educational needs and instructional
implications can be determined
A multidisciplinary approach results in a
more thorough evaluation identifying all of
the student’s needs
Data from a variety of sources are
considered
2
SCHOOL DISTRICT RESPONSIBILITIES
Develop a team of trained professionals
Conduct Child Find
Plan and evaluate
Consider outside reports
Determine educational implications
3
EDUCATIONAL DEFINITION OF AUTISM
"Autism" means a developmental disability significantly affecting verbal and
nonverbal communication and social interaction, generally evident before
age three, 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
Autism does not apply if a child's educational performance is
adversely affected primarily because the child has an emotional
disturbance, as defined in paragraph (B)(10)(d)(v) of this rule.
A child who manifests the characteristics of autism after age three
could be identified as having autism if the criteria in paragraph
(B)(10)(d)(i) of this rule are satisfied.
4
REGIONAL CENTER EDUCATIONAL AUTISM
EVALUATION TEAM PROCEDURES
School district referral received
Evaluation plan developed
Observations conducted in natural environment
Evaluations completed
Collaborative team reports developed
Meeting held with student’s team (including family)
Follow-up and technical assistance as needed
5
TRAINING OF EVALUATORS
Experience working collaboratively with multi-disciplinary
team
Prior experience working with students on the spectrum
as well as students with other disabilities
Professional licensure in area of expertise
ADOS, ADOS—2, ADOS—2 Toddler Module training
ADI—R training
ADOS and ADI—R practice with:
students already identified on the spectrum
students not suspected of having autism
6
METHODOLOGIES
Observation in natural context
Parent interview and rating scales
Teacher interview and rating scales
Direct assessment
Standardized instruments
Standardized instruments used in non-standard
conditions
7
ASSESSMENT DOMAINS
Developmental History
Hearing
Vision
Communication Skills
Social Skills
Sensory Functioning
Fine/Gross Motor Functioning
Atypical Behaviors
Cognitive Functioning
Academic/Pre-academic Skills
Adaptive Behavior
8
DEVELOPMENTAL HISTORY
Significance of first three years of life
Early warning signs of autism
Evidence of skill regression
Family history
Medical history
9
HEARING AND FUNCTIONAL LISTENING
ASSESSMENT
• Informal Auditory Assessment
• Objective measures
• Behavioral Assessments
10
VISION
Visual modality is often a preferred modality for
ASD students
Visual problems are common in individuals with
autism
Important to know if the visual system is
functioning correctly
11
COMMUNICATION ASSESSMENT
Language
Speech
Non-verbal
Pragmatics
“It is essential that, in all cases, observations be accompanied by
a standardized assessment of the participant’s language and non-verbal cognitive skills”
ADOS - 2 Manual, 2012
12
SOCIAL SKILLS
Interaction with others (adults/peers)
Joint attention
Reciprocal social communication
Socially directed eye gaze
Response to changes in routine
Identification of feelings/shared emotions
Types of play
Social awareness
13
SENSORY PROCESSING
Students with ASD may:
Have difficulty integrating sensory stimuli
Have difficulty focusing and attending to sensory
stimuli
Need alerting strategies to enhance hyposensitivity
Need calming strategies when hypersensitive
14
ASSESSING SENSORY SYSTEMS
Auditory
Visual
Tactile
Gustatory and olfactory
Vestibular and
proprioceptive
Is the child extremely sensitive to
sounds?
Are visual stimuli distracting the child?
Are certain textures aversive?
Are there strong preferences in tastes
and smells?
What is the child’s need to move and
experience different types of
pressure?
15
EVALUATION OF SENSORY PROCESSING
Behavioral observation under varied
conditions & tasks
Caregiver & teacher Interviews
Questionnaires (Sensory Profile, Sensory
Processing Measure)
Standardized instruments
16
ATYPICAL BEHAVIORS
Unusual sensory interest in objects
Repetitive movements and/or posturing
Self-injurious behaviors
Compulsions or rituals
Circumscribed interests or preoccupations
Need for environmental consistency
17
COGNITIVE FUNCTIONING
Cognitive functioning relative to same age peers
Verbal vs. nonverbal cognitive skills
Presence of exceptional skill/knowledge/talent
Learning patterns: even or uneven
Problem solving ability
18
ACADEMIC/ PRE-ACADEMIC
School achievement relative to the Common Core
Response to large vs. small group instruction
School behavior
Learning style
Ability to generalize information across settings
Impact of school environment on student’s
performance
19
ADAPTIVE BEHAVIOR
Level of independence with activities of daily
living
Employability skills
Maladaptive behaviors
20
TECHNIQUES AND TIPS
Visual Supports
Sensory Items
Sensory Breaks
Assistive Technology
21
COLLABORATIVE REPORT
Interpretation of test results
Description of educational need(s)
Implications for instruction and progress
monitoring
Meets/does not meet educational
determination of autism
Need for specialized instruction
Need for related services
22
AUTISM SPECIFIC TEST INSTRUMENTS
Checklists/Rating Scales
Gilliam Rating Scale -2
Gilliam Asperger Disorder Scale
Asperger Syndrome Diagnostic Scale
Autism Spectrum Rating Scales
Social Responsiveness Scale
Modified Check List for Autism in Toddlers
Children’s Communication Checklist-2
23
AUTISM SPECIFIC TEST INSTRUMENTS
Interview
Autism Diagnostic Inventory-Revised
Monteiro Interview Guidelines for Diagnosing
Asperger Syndrome, A Team-Based Approach
Direct Assessment
Autism Diagnostic Observation Schedule-2
Monteiro Interview Guidelines for Diagnosing
Asperger Syndrome, A Team-Based Approach
24
THINGS CHILDREN WITH AUTISM WOULD
LIKE YOU TO KNOW
I am a child with autism, I am not ‘autistic’
Please remember to distinguish between
‘won’t’ (I choose not to) and ‘can’t (I’m not
able to)
Focus and build on what I can do rather than
what I can’t do
Look for my strengths and you’ll find them
25
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