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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
8
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
9
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
10
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
11
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
12
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
15
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
21
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
31
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)
