ASSESSMENT MIDDLE SCHOOL POINT PERSON TRAINING PRESENTED BY: PAM LEONARD SABRINA BEAUDRY 9/20/12

ASSESSMENT

MIDDLE SCHOOL POINT PERSON TRAINING

PRESENTED BY:PAM LEONARD

SABRINA BEAUDRY

9/20/12

Outcomes for today

Be able to identify areas of assessment that we typically may not address in our initial case studies or re-evaluations

Provide access to a variety of assessment tools

Let’s hear from you

What are the types of case studies your school does?

How often are you doing initial eligibility?

How often are you changing eligibility?

How often are you adding a secondary eligibility?

What staff are usually involved ?

As the building point person….

What do you see as your role when a team is going to assess a student with ASD?

Let’s Hear what the Fed’s say about assessment for eligibility

October 2010IDEA Partnership

5

Jointly Developed By:

With funding from the US Department of Education, Office of Special Education Programs (OSEP)

Development TeamThe following role groups worked together to create the documents and tools for the ASD Assessment for Identification presentation:

Behavior Analyst Educational

Diagnosticians General Education

Administrator Higher Education Occupational

Therapist Parents

Person on Spectrum

Psychologists Social Worker Special Education

Administrator Speech Language

Pathologist Technical

Assistance Providers

October 2010 IDEA Partnership 7

Definition of Assessment

Assessment is an ongoing, comprehensive process used to determine a student’s strengths and challenges in multiple areas

Evaluation may be defined as a specific set of assessments designed to determine eligibility for services under IDEA

October 2010

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IDEA Partnership

Guiding Principles of Assessment

Each individual has limitless potential

Each student has an individual spectrum of characteristics, strengths and challenges that range from mild to severe across various domains

Assessment tools should be chosen to gather specific information based on the individual’s characteristics, be appropriate across the spectrum, and across the age-range cont

October 2010

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IDEA Partnership

Guiding Principles of Assessment

Assessment is comprehensive; it goes beyond academics into various domains, such as sensory, social, behavior, and so forth

Information, observation, interviews, and interpretation by a skilled multidisciplinary team are each important to the assessment process

The essential information in assessment goes beyond the score on a particular assessment measure

cont October 2010

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IDEA Partnership

Guiding Principles of Assessment

Team members should have experience and a broad knowledge of characteristics of ASD, assessment, intervention strategies, and development of program recommendations for students across the spectrum

It is important to value the input of all members of the team, including parents/guardians and the student, as appropriate

October 2010

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IDEA Partnership

Educational Definition (IDEA) 34 CFR §300.8(c)(1)(i)

“Autism” means a developmental

disability significantly affecting verbal and non-verbal communication and social interactions, generally evident before age 3, that adversely affects a child’s educational performance.

October 2010

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IDEA Partnership

From the first part of the definition the Fed’s have identified Communication and Social Challenges

Nonverbal & verbal communication

Nonverbal Echolalia Initiating and

maintaining social interactions

Superficially social Active

“Little professor” presentation

Conveying own thoughts

Literalness Hidden curriculum Perspective taking Passive Withdrawn

October 2010 13IDEA Partnership

Effects on Educational Performance…

Academic performance

Communication functioning

Social functioning Pragmatic

language Organizational

skills Group work skills

Problem solving skills

Emotional regulation Hygiene Behavior Attention challenges Daily living

skills/adaptive behavior

Transition October 2010 14IDEA Partnership

Educational Definition (IDEA) 34 CFR §300.8(c)(1)(i) also includes

Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in routine, and unusual responses to sensory experiences.

October 2010

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IDEA Partnership

Restricted, Repetitive, and Stereotyped Patterns of Behaviors and Interests

Repetitive, stereotypic movements Narrow, intense interests Often appear “uncontrollable” Role of the interest: interest; fun; security,

comfort; relaxation; stress reduction May change over time

October 2010

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IDEA Partnership

The Sensory Systems

October 2010

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IDEA Partnership

Reference

A Buffet of Sensory Interventions: Solutions for Middle and High School Students With Autism Spectrum Disorders [Paperback] Susan L. Culp

..\HS year 1\Training #1 9.6.12\sensory systems description.pdf

In case we forget…….

When you have seen one child with autism, you have seen one child with autism.

Stephen Shore, n.d October 2010 IDEA Partnership 15

Diagnosis vs. Eligibility Process

Diagnosis Eligibility

Based on a set of criteria (e.g., DSM-IV-TR, ICD-10)

Based on federal law (IDEA)

Refers to a specific disorder (e.g., Autistic Disorder, Asperger Disorder)

Refers to a broad disability category

Used in private settings Used only in public school system

May be determined by an individual or team

Must be determined by a team

October 2010

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IDEA Partnership

Evaluation Procedures 34 CFR §300.304

(4) ...child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, motor abilities; academic performance, communicative status;(6) ... evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified. October 2010

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IDEA Partnership

Areas Related to Disability

Autism characteristics

Academic achievement

Adaptive behavior Cognitive Developmental Emotional/

behavioral Functional/

behavioral

Motor Sensory Speech/language/

communication Social/relationship Transition Vocational

October 2010 22IDEA Partnership

Additional Requirement

The IEP Team including parents must review evaluations and information provided by the parents of the child..

34 CFR §300.305(a)(1)(i)

October 2010 23IDEA Partnership

Myth of “Medical Diagnosis”

“There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual’s communication, behavior, and developmental levels.”

Autism Society, n.d. October 2010

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Evaluation: Eligibility vs. Program Planning

Eligibility Program Planning

Purpose Determine eligibility

Looks at child as individual; strengths and weaknesses

Evaluator

Team of experts IEP Team

Law Consent required No consent required – Review existing data

Scope Child Find – all areas related to disability

Areas needed for program planning

October 2010

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IDEA Partnership

Components of Evaluation

Obtaining informed consent

Vision/hearing clearance

Screening Structured

interviews Structured

observations Naturalistic

observations

Developmental history

Bio-psychosocial history

Previous assessment history

Records review Checklists Student

assessments October 2010 26IDEA Partnership

Student-Centered Factors that Influence Identification

Delay in assessment/identification Severity Gender Ethnicity and culture Age English language learners Other disorders/co-occurring conditions

October 2010

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IDEA Partnership

Other Factors that Influence Identification

Experience/knowledge of school personnel Local school district resources Geographical region Parent educational level Behaviors that are not consistent across

environments Misunderstanding of the characteristics of

ASD

October 2010

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IDEA Partnership

Eligible for IDEA Services

Develop IEP Determine strengths and present levels of

performance Goals/objectives/services/supports Behavior plans

Monitor progress Ensure future evaluation Provide procedural safeguards

October 2010

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IDEA Partnership

Ineligible for IDEA Services

Identify strengths Identify accommodations that can be

incorporated into general education Determine

resources/recommendations/universal design

Consider 504 Plan Monitor student to determine need for

additional assessment/evaluation

October 2010

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IDEA Partnership

A Valuable Resource

Texas Autism Resource Guide for Teaching TARGET) http://www.txautism.net/manual.html Written for educational professionals and

families Available at no cost Provides information on evaluation for

identification and programming Provides information on assessment

measures

cont October 2010

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IDEA Partnership

Let’s take a break

Assessment Process- Ten tips according to Grossman and Aspy

Plan and Prepare Communicate and Inform Work as a team Keep an open mind Schedule time to process Think recommendations Allow for fun and flexibility Reinforce Observe across settings Be responsive

Let’s Practice…

ISBE Domain Sheet

Academic Achievement Functional Performance Cognitive Functioning Communication Status Health Hearing/vision Motor- Fine/Gross Social Emotional

Tell Us About Academic Achievement

Review current IEP goals Benchmarking- Survey Level File Review How are they doing in the classroom-

participation, test grades, work completion, peer comparison ISAT’s

Use of individualized technology need to be successful in class?

Class placement- instructional, tier 2, direct, functional etc.

Some thoughts from Pam & Sabrina

Is adult support needed? How much?/ What kind?

Comparison to same grade/age peers How applying skills/knowledge Observation rating scales ???? Level of modifications needed/prompting

levels/visual supports/intervention strategies

Some Tools…

Teacher reports

Student grades/work samples/classroom tests

CBMs/Benchmarking

Rubrics

Data from instruction

Observation Data

Tell Us About Functional Performance:

Navigation around building Independence in using locker Vineland, Hawthorne, SIBR BASC- student, parent, teachers Behavioral rating scales Observation Dressing skills, toileting, hygiene (adaptive at

school) Self-help skills (eating, etc) Organization/homework skills Information from student

Some thoughts from Pam & Sabrina

For students with ASD…you could reference the Autism IEP Considerations Page:

E:\Trainings\Point Person 10-11\Resources\ISBE 7 autism considerations.pdf

..\..\Point Person 10-11\Resources\AUTISM CONSIDERATIONS all on 1 page.docx

..\..\Point Person 10-11\Resources\Autism Consideration.docx

..\..\Point Person 10-11\Resources\Autism 7 considerations (blank).

docx

More thoughts from Pam & Sabrina

Independence Self-help skills applicable to school Daily living skills applicable to school Sensory regulation Ability to handle change and/or transitions Repetitive actions/thoughts &/or stereotypic

behaviors/special interests

More thoughts on functional performance:

Behavior

Independence in using support systems individual schedules task organizers communication supports transition supports

Student’s awareness of their disability

Some Tools…

Student interview to include student’s description of how autism impacts them and how they cope

Parent interview Behavioral Observations BASC2- Broad measure of a variety of behaviors Achenbach measures (CBCL-Childhood Behavior

Checklist; TRF-Teacher Report Form)-Broad measures of a variety of behaviors

Functional Analysis (Tools: MAS-Motivation Assessment Scale, FACTS)

Down and Dirty Cheat Sheet (on wiki)

More Tools…

School Functioning Assessment (SFA) TTAP (TEACCH Transition Assessment Profile) VB-MAPP (Verbal Behavior- Milestones Assessment

and Placement Program) Autism/Asperger’s checklists (GARS2, GADS, CARS,

ASDS, ADOS) Sensory Profiles General Education Classroom Behavior Skills

Evaluation (Wiley & Sons, Inc) ..\..\Point Person 10-11\Locked documents\Gen Ed

classrm behavior skills eval.pdf Ziggurat Model

Tell us about cognitive:

Previous data related to IQ Strengths/weaknesses from previous

cognitive assess IQ tests? Rate of learning Outside eval info General problem solving How do they function in environment? Developmental history

Cognitive doesn’t just mean IQOther areas to consider under “cognitive”

domain:

From psychological/ brain based theories:

Theory of Mind challenges Executive Functioning challenges Central Coherence challenges

Theory of Mind:

Refers to a person’s ability to think about people’s thinking

This typically is developed by the age of four

This is the ability that allows us to take the perspective of others and adjust our behavior according to that perspective

Resource

..\Psychological Model Info\Autism and Theory of Mind.docx

..\Psychological Model Info\TOM-in-TD-and-ASD.pdf

..\Psychological Model Info\423-tager-flusbg07.pdf

..\Psychological Model Info\Hutchins-Prelock-Bonazinga-2011.pdf

Challenges related to Theory of Mind:

Social communication Language comprehension Perspective taking Literal interpretation of language Intensive interests in topic Engaging in shared experiences Predicting difficulties Understanding how/why a character behaves Affects listening comprehension

Executive Functioning:

This is the ability to use problem solving skills for:

Planning/organization

Self monitoring

Controlling our impulses

Being flexible thinkers

Organizing our thoughts

Resource

..\Psychological Model Info\Executive function deficits in high-functioning autistic.pdf

http://www.asha.org/Publications/leader/2010/101221/Executive-Functions-and-Communication-in-Adolescents.htm

Challenges related to Executive Function

Repetitive behaviors Restricted patterns & interests Attention issues Memory for details Organization challenges Planning Difficulty inhibiting responses/impulses Difficulty applying relevant knowledge across

texts Monitoring and self-correcting comprehension is

difficult

Central Coherence:

This allows us to take various pieces of information and put it together to create the “whole picture”

It is the skill that allows us make sense of information from the context

Resources

..\Psychological Model Info\core_deficits.pdf

Big Picture Thinking-Using Central Coherence Theory to Support Social Skills by Aileen Zeitz Collucci

http://www.aapcpublishing.net/book/view/677/big-picture-thinking-using-central-coherence-theory-to-support-social-skills

The Weak Coherence Account: Detail-focused Cognitive Style

in Autism Spectrum Disorders:http://www.ucp.pt/site/resources/documents/ICS/GNC/ArtigosGNC/AnaMariaAbreu/D_HaFr06.pdf

Challenges related to Central Coherence:

Focus on specific details vs. big picture Students with ASD may prefer their perspective over

others Makes students like to keep things the same Results in trouble making connections and

generalizing Difficulty making meaning from text using important

details Difficulty making connections (between words,

concepts, experiences) As text becomes longer, becomes more difficult to

make meaning

Some thoughts from Pam & Sabrina

File Review How does student learn best- 1:1, small

group, whole group/classroom Rate of learning Attention/Concentration Memory Problem Solving Verbal skills

Some more thoughts

Level of perspective taking Think about those challenges from the three

brain based descriptions we just reviewed Have we looked at how reading comprehension

is impacted not just that it is Organizational skills Self monitoring? Are they able to really understand the important

details of what they read Con they take knowledge they have and apply to

a new situation

Some Tools…

Nonverbal measures of intelligence

PEP-3

Wechsler scales (for HFA, Asperger's)

Stanford-Binet Intelligence Scale

Time on task data collection

Michelle Garcia Winner informal assessment protocol

Michelle Garcia Winner-Article on Social Communication Learning Styles ..\..\..\Social Thinking\winner social comm profile.pdf

More tools…..

Tests and exercises sited in the ASHA power point related to theory of mind etc.

..\Psychological Model Info\2011-Convention-Presentation-ToM-Assessment-ASD.pdf

Theory of Mind Inventory The Animated Theory of Mind Theory of Mind Task Battery (Hutchins & Prelock) Theory of Mind Inventory (Hutchins, Prelock &

Bonazinga) Observations of examples of challenges

noted in presentation

Tell Us About Communication Functioning:

Pragmatic language Social communication Self-advocacy Language skills Assistive tech- augmentative communication

systems Behavior Sensory Echolalia Word recall Comprehension

Some thoughts from Sabrina & Pam

What are the functions of communication and how varied are they

Expressive Language: What?, How?, To Whom?, Where?, When?

Social Communication/Perspective Taking Skills

Echolalia/Scripting

More thoughts…..

Prosody Word retrieval Level of perspective taking Receptive language- processing,

comprehension Social Problem Solving

Some Tools…

Standardized assessments Language Samples Language Comprehension Inventory (Teaching Children with Autism,

Quill)

Checklist of Communicative Functions and Means (Weatherby & Prizant)

Socioemotional Dimensions in Communication Assessment (Prizant & Myers)

Social Communication checklist or rating scales Michelle Garcia Winner assessment protocol Michelle Garcia Winner ILAUGH/treatment chart

..\ILAUGH...treatment1.pdf ..\ILAUGH...treatment2.pdf

Social Language Development Test-Adolescent http://www.linguisystems.com/products/product/display?itemid=1

0603

Tell Us About Health Information:

Health history Current medications Outside diagnosis Sleep issues

Some thoughts from Pam & Sabrina

File Review Update medical- consents for

doctor conversations Diets/medications Co-morbidity questions

Can be many changes in this area during puberty

Tell Us About Hearing/Vision Information:

History/ last screening Glasses?

Thoughts from Sabrina and Pam

Update…

Is the student receiving any vision/hearing therapy?

Tell Us About Motor Skills:

Sensory profile Fine motor skills Gross motor skills Review previous services

Some thoughts from Pam & Sabrina

How do motor skills impact educational performance?

Motor imitation

Motor sequencing

Motor initiation

Tell Us About Social Emotional Functioning:

Home SDS Peer interactions Social relationships Interfering Behaviors Perspective taking Social communication Anxiety Managing changes Responses to emotional stressors/ coping strategies Social Problem solving Functional purpose of behavior

Some thoughts from Pam & Sabrina

Coping/calming strategies- Emotional Regulation

Self-advocacy

Motivation

Family Factors

Relationships

More thoughts from Pam & Sabrina

Co-morbidity ADD/ADHD Anxiety Disorders

Generalized Anxiety Disorder Social Anxiety Disorder Obsessive Compulsive Disorder

Mood Disorder Depression Bi-Polar

Co-morbidity

Let’s hear from an expert:www.youtube.com/watch?v=OznwVPSBpY4

Her definition of Differential Diagnosis and Co- Morbidity

Why it is important to identify co-morbid conditions

What are challenges of determining co-morbidity

When do you consider co-morbidity

From Sally Ozonoff

MEET CRITERIA FOR ASD:

SocialCommunication

Repetitive BehaviorsYes

No

Symptoms outside of ASDor

Change from baselineor

Poor treatment response

Yes No

Co-Morbid ASD alone

Presenting symptoms accounted for by anotherdiagnosis

Yes No

Other diagnosis No diagnosis

Some Tools…

Profile of Social Difficulty (Super Skills, Judith Coucovanis) Autism Social Skills Profile (Building Social Relationships, Scott

Bellini) Social Skills Checklist (Do, Watch, Listen, Say, Kathleen Quill) Chapter 5 from Incorporating Social Skills in the Classroom

(Rebecca Moyes) Progress Tracking Form (Relationship Development Intervention

with Young Children, Steven E. Gutstein & Rachelle K. Sheely) Skillstreaming Social Language Development Test, Linguisystems Pragmatic Profile- from CELF-4 Pragmatic Language Skills Inventory Michelle Garcia Winner Dynamic Assessment Moving Toward Functional Social Competence

..\..\Point Person 10-11\Locked documents\Social Competence Scale.pdf

More tools

Indices of Friendship Observation Schedule- Tony Atwood

Asperger Syndrome- A Practical Guide for Teachers-Observation Profile

Jed Baker’s – Social Skills Menu

More Tools:

MASC-Multi-dimensional Anxiety Scale for Children

SCARED-Screening for Childhood Anxiety & Related Disorders

CDI-Childhood Depression Inventory

Social Interaction Checklist (James Emmett)

In conclusion…..

There are a lot more resources out there for assessing students with ASD

Since we are trying to get more staff to understand that we need to learn how students with ASD think, think about whether or not we are assessing their different thinking styles???

So your assignment for next time…….

Other Resources

..\..\Point Person 10-11\Locked documents\Interdisciplinary Assess.ASHA.pdf

..\..\Point Person 10-11\Locked documents\SLP assess guide.asha.pdf

..\..\Point Person 10-11\Locked documents\Life Journey-parent guide assess.pdf

Resources

www.ideapartnership.org (power points and presenters guides)

www.txautism.net/manual.html

www.autisminternetmodules.org (OCALI)

www.autismcenter.org (Life Journey Through Autism: A Parent’s Guide to Assessment, by OAR)

Resources…

University of Washington Autism Center (go to Resources for videos)

Evidence Based Practice and Autism in the Schools Educator Manual (on wiki)

Guidelines for Speech-Language Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders Across the Life Span (ASHA- on wiki)

Interdisciplinary Assessment of Young children With Autism Spectrum Disorder (ASHA- on wiki)

Autism Spectrum Disorders in the Schools, Assessment, Diagnosis, & Intervention… (Gail Richard- on wiki)