1 High Quality School-Based Evaluations for ASD Presenters: Kelly Dunlap, Psy.S. Stephanie Dyer, Ed.S. AGENDA • The New Reality in Evaluations for ASD • Improving School-Based Evaluations for ASD: – CRITERIA – TOOLS – PROCESS – REPORT 0 2000 4000 6000 8000 10000 12000 14000 16000 18000 1989199019911992199319941995199619971998199920002001200220032004200520062007200820092010201120122013 Number of students Michigan Students with an ASD Eligibility 1,208 17,415 New Reality #1: More Kids 0 61 255 453 636 809 961 1149 1225 1330 1300 1394 1303 1210 1160 1077 1015 575 352 289 223 177 186 145 115 15 0 200 400 600 800 1000 1200 1400 1600 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Age Number of Michigan Students with ASD by Age * Based on 2013 MDE, OSE Eligibility Count New Reality #2: More Players • Autism Insurance Legislation – http://www.michigan.gov/autism – http://autismallianceofmichigan.org/news- info/autism-legislation/ • The Autism State Plan – http://michigan.gov/autism • The Autism Council Autism Council SUBCOMITTEES Adult Services Education Early Intervention Screening and Assessment / ASD Eligibility Determination Workgroups
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• Current Issues: – Not recognizing there are THREE required eligibility areas
– Not recognizing that “educational impact” can be in one of
THREE areas (e.g. academic, behavior, social)
– Use of tools with no observational data
– Not understanding terms:
• Pervasive
• Marked
• Qualitative
• Adverse Impact
CRITERIA
TOOLS
PROCESS
REPORT
Components of High Quality School-Based
Evaluations for ASD Eligibility
“There is no single behavior
that is always typical of
Autism and no behavior that
would automatically exclude
an individual child from a
diagnosis of Autism.”
National Research Council
Special Education Eligibility
Determination is a 3-Pronged Process
• Student meets the MARSE
eligibility CRITERIA,
• Disabling condition has an
IMPACT on student’s
education,
• Impact is so great it requires
SPECIAL EDUCATION
MICHIGAN DEFINITION OF AUTISM SPECTRUM DISORDER
1. Considered a lifelong developmental disability that adversely affects a student’s educational performance in 1 or more of the following areas: (IMPACT and NEED for SPECIAL EDUCATION--prongs 2 and 3)
a) Academic (e.g. ability to meaningfully participate and progress in the
general curriculum including lack of initiation, impaired quality of
participation, low grades, etc.)
(b) Behavioral (e.g. disruption, aggression, lack of appropriate
engagement, eloping, tantrums, etc.)
(c) Social (e.g. ability to develop and maintain relationships/friendships,
responses to social situations that alienates others and diminishes
Restricted Range of Interests / Repetitive Behavior
“QUALITATIVE”
• Atypical
• Significantly different from other students at
the same age and developmental level
• Outside the typical sequence of
development
• Across all environments.
• Presence and Absence
• Unique to each Student
MICHIGAN DEFINITION SOCIALIZATION (A) QUALITATIVE IMPAIRMENTS IN RECIPROCAL SOCIAL
INTERACTIONS INCLUDING AT LEAST 2 OF THE FOLLOWING AREAS:
(i) 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.
(ii) Failure to develop peer relationships appropriate to developmental level.
(iii) Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for example, by a lack of showing, bringing, or pointing out objects of interest.
(iv) Marked impairment in the areas of social or emotional reciprocity.
RECIPROCAL SOCIAL INTERACTION
A mutual exchange
(e.g. of words, actions, or feelings).
RECIPROCAL SOCIAL INTERACTION AT LEAST 2 OF THE FOLLOWING 4
(i) Marked impairment in the use of multiple nonverbal
behaviors such as eye-to-eye gaze, facial expression,
This ability (theory of mind) dominates the perception of
typical people to such a degree that we become
anthropomorphic and project human social behaviour on
animals and even objects. (Michelle Garcia, 11-08)
Anthropomorphic--Allstate RECIPROCAL SOCIAL INTERACTION
AT LEAST 2 OF THE FOLLOWING 4
(ii) Failure to develop peer relationships appropriate to
developmental level.
• Impaired perspective taking: viewing situations
from another’s point of view and predicting other’s
behavior
• Examples: not understanding humor / jokes,
disrupting activities (play), rarely initiates or
sustains interaction, tolerates peers but not
engaged in interaction
MICHIGAN DEFINITION SOCIALIZATION (A) QUALITATIVE IMPAIRMENTS IN RECIPROCAL SOCIAL
INTERACTIONS INCLUDING AT LEAST 2 OF THE FOLLOWING AREAS:
(i) 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.
(ii) Failure to develop peer relationships appropriate to developmental level.
(iii) Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for example, by a lack of showing, bringing, or pointing out objects of interest.
(iv) Marked impairment in the areas of social or emotional reciprocity.
AUTISM, THE CHILD: JOINT ATTENTION CAUTION: USE OF “R” WORD
(i) Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate
(ii) Impairment in Pragmatics:
(iii) Stereotyped / repetitive use of language / idiosyncratic
(iv) Lack of varied / spontaneous make-believe play or social imitative play
• Precursor to symbol development needed in language
COMMUNICATION
(ii) Impairment in Pragmatics:
The ability to initiate, sustain, or engage in reciprocal conversation with others
a. Using language for varying purposes (e.g. greeting, informing, promising, requesting, etc.)
b. Changing language according to the needs of the listener or situation (e.g., giving background information to an unfamiliar listener, speaking differently in a classroom than on a playground)
c. Following rules of conversations and storytelling (e.g., taking turns in conversation, staying on topic, rephrasing when misunderstood, proximity, use of eye contact
COMMUNICATION
(iii) Stereotyped / repetitive use of language / idiosyncratic
• Idiosyncratic = contextually irrelevant or not understandable to the listener; may have private meaning / be understood by the speaker or to those familiar to the situation (e.g. movie lines)
• Can include:
• Echolalia
• Repeat videos / scripts
• Nonsense language
• Verbal Fascinations
RESTRICTIVE, REPETITIVE, STEREOTYPED BEHAVIORS
AT LEAST 1 OF THE FOLLOWING 4
(i) Encompassing preoccupation with 1 or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus.
• DISTRESS OVER DISRUPTION
(ii) Apparently inflexible adherence to specific, nonfunctional (e.g. no purpose) routines or rituals.
(iii) Stereotyped and repetitive motor mannerisms, for example, hand or finger flapping or twisting, or complex whole-body movements.
(iv) Persistent preoccupation with parts of objects.
MICHIGAN DEFINITION OF AUTISM SPECTRUM DISORDER
1. Considered a lifelong developmental disability that adversely affects a student’s educational performance. 2. Characterized by qualitative impairments in:
a. Reciprocal Social Interactions, b. Communication c. Restricted, Repetitive, & Stereotyped Behaviors
3. Determination may include unusual or inconsistent response to sensory stimuli in combination with a, b, and c, above. 4. There shall not be a primary diagnosis of schizophrenia or emotional impairment. 5. Determination shall be based on up a full and individual evaluation by a MET including a psychologist (or psychiatrist), authorized provider of speech and language, and a school social worker.