ED ID of ASD Webinar Part1 - University of … ID of ASD_Webinar_Part1.pdfPolling Questions Tri State Webinar ... • Interview of Child, press for social communication Tri State Webinar

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Tri-State Autism Spectrum Disorder Webinar Series

Tri State Webinar Series 2015-2016

This material was developed under a grant from the Colorado Department of Education. The content does not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

The content of this material was developed under an agreement from the Federal Department of Education to the Kansas Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Kansas Department of Education or the Federal Government. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.

The contents of this power point presentation were developed under a grant from the Nebraska Department of Education, IDEA parts B and C from the U.S. Department of Education. However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government.

Polling Questions


• Questions will be asked throughout the webinar

• When the poll opens on your screen respond by clicking on or filling in your answer.

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TRI-STATE WEBINAR SERIES

Educational Identification of Autism Spectrum Disorders


Presented by: Sharon Krupa-Sirotek, Ph.D.Content Collaborator: Cara Woundy, M.Ed.

Presenter Information


Sharon Krupa-Sirotek, Ph.D. Licensed Clinical and School PsychologistColorado Department of Education:

Autism Regional Trainer/Consultant

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Learner Objectives

• Increasing the viewer’s understanding of the key components of Autism Spectrum Disorders (ASD).

• Increasing the viewer’s knowledge of the specific criteria for the educational identification of Autism Spectrum Disorders (ASD).

• Identifying a Systematic Process for the Educational Identification of ASD


Presentation Summary

Autism Spectrum Disorders is increasing in our population. Schools need to create a systematic process to help staff and families identify students who may have ASD so they receive appropriate services. This webinar is designed to help identify key characteristics of ASD and help create a process of educational identification of ASD.


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Presentation

Add your presentation slides here


Identification of ASD

• Autism Spectrum Disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges.

• Schools are required to identify individuals who have a developmental disability

• Unless school staff are trained in the identification of ASD, staff may not recognize higher functioning students who maybe exhibiting a constellation of concerns that get in the way of them succeeding in school.


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Characteristics of ASD: IDEA 2004

• 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.

U.S. Department of Education: ED.gov



Photo courtesy of Thinkstock

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Deficits in Verbal/Nonverbal Communication and Social Reciprocity• Deficits using verbal and non-verbal means to

communicate and understand communication, e.g., integrating words, eye contact, facial expression, gestures, body language.

• Significant difficulty establishing and maintaining social-emotional relationships e.g., failure in typical back and forth conversation, sharing ideas,

• Deficits in Communication go beyond speech and language to social communication to more severe: echolalia, idiosyncratic phrases


Other Characteristics of ASD

• Restricted, Repetitive patterns of behavior or interests – significant preoccupation to objects or topics

• Significant rigidity in routines and demonstrates marked distress in changes in routines

• Stereotypical or repetitive motor movements: flapping hands, odd finger movements, rocking, pacing, spinning self or objects,

• Hypersensitivity to sensory input: smells, taste, touch, sounds, textures.


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Criteria: An Autism Spectrum Disorder prevents the child from receiving reasonable educational benefit from general education as evidenced by at least one characteristic in each of the following three areas: ECEA 2.08(1)(a)(i – iii)

• The child displays significant difficulties or differences or both in interacting with or understanding people and events.

Social

• The child displays significant difficulties or differences which extend beyond speech and language to other aspects of social communication, both receptively and expressively.

Communication

• The child seeks consistency in environmental events to the point of exhibiting significant rigidity in routines and displays marked distress over changes in the routine, and/or has a significantly persistent preoccupation with or attachment to objects or topics.

Repetitive Activities and

Restricted Interests


DigestiveIssues/Food Allergies

Social/EmotionalInteractions/ Regulation

CommunicationLanguage

Repetitive &RestrictedBehavior

Seizures

MoodAnxiety

Hyperactivity

Sleep Disorders

Tantrums

AggressionSelf Injury

FocusAttention

IntellectualAbility

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Medical Diagnosis Educational Identification

•An educational identification of autism spectrum disorder is not the same as a medical or clinical diagnosis and does not automatically translate into eligibility for Special Education under Autism Spectrum Disorders.

• Eligibility is a team decision based on the impact a disability has for the student to access general education based on Individuals with Disabilities Education Act.


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Question

•True or False: •The three major components of ASD are:

•Communication Deficits•Social Deficits and•Repetitive & Restricted Movements and Interests


CONDUCTING AN EDUCATIONAL EVALUATION FOR AUTISM SPECTRUM DISORDERS

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viOverview of ASD Evaluation of ASD Evaluation Process


REFERREFER

EVALUATE

DETECT

ACTIVATE IEP

DeterminationOf

Eligibility

DETECTION

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Early Detection• Parents, educators and other members of the school community are encouraged to take notice of students who are struggling to participate and learn and have difficulty with social interactions, social communication and flexibility.

When a student, who is struggling with these constellations of behavior, comes to the attention of a teacher, an open dialogue should begin with the child’s parent.


Beginning Conversations with Parents

▪ Ask about parent concerns and strategies that work

▪ Open dialogue, brainstorming, discuss observations

▪ Stating areas of strength and concern.

▪ Avoid using any terms related to disability categories

▪ Discuss only observable behaviors of concern

▪ Not trying to alarm parents, rather begin a dialogue

▪ No false reassurance or false alarms


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Detect: Conversation with Parents

▪ Discuss with parent involving other professionals at the school: School’s problem solving team or other building professionals to observe, give input or propose intervention strategies.

• Inform parents of resources available at school: Speech/Language Therapist, School Psychologist, Motor Specialist, Special Education Teacher


Detect: Next Steps

Teacher, Parent and Team member(s) meet to discuss next steps:

▪ Parents need more time to think about discussion▪ Strategies put in place will be reviewed at a future

date▪ More Investigation is needed => Move to Referral

for Special Education Evaluation


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REFFERAL

QUESTION

• Think about the process/procedure, you have in place in your school to identify children with possible Autism Spectrum Disorders.

•A) Our current process for parent/teacher referral works well

•B) Our current process needs improvement


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Obtaining Signed Consent to Evaluate

• Meeting with Parent, SPED Teacher, School Psychologist, Speech Language Therapist, general education teacher

• Informing and involving parent in child’s strengths and areas of concerns.

• Discuss Parent and Child Rights and Protections

• Discuss the process and what evaluations will be conducted to obtain a thorough understanding of the child

• Reinforce that parent will be an active, involved team member throughout process


Referral: Evaluation Team

▪Must be knowledgeable of typical child development

▪Must be knowledgeable in their area of expertise (SLP, OT, ECSE, etc.)

▪Must be knowledgeable of ASD at the different stages of development from birth through 21.

▪Must be aware of the criteria to qualify a child with ASD in your state.


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REFERRAL: Assessment Flow Chart

Adapted from Bradley‐Johnson, S., Johnson, C.M. & Vladescu, J.C. (2008). A Comprehensive Model for Assessing the Unique Characteristics of Children with Autism. Journal of Psychoeducational Assessment,

26(4), 325‐ 338.


Direct Assessment

ASD Specific Rating Scales

Observation of Child Developmental History

l 1

Collaboration Record Review


DigestiveIssues/Food Allergies

Social/EmotionalInteractions/ Regulation

CommunicationLanguage

Repetitive &RestrictedBehavior

Seizures

MoodAnxiety

Hyperactivity

Sleep Disorders

Tantrums

AggressionSelf Injury

FocusAttention

IntellectualAbility

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viOverview of ASD Evaluation of ASD Evaluation Process


REFERREFER

EVALUATE

DETECT

ACTIVATE IEP

DeterminationOf

Eligibility

Systematic Process for the Educational Identification of ASD

• Collaboration/Permission to Evaluate• Record Review: Academic, Behavior, Medical• Interviews with Parents: Developmental

History (ADI-R)• Interview with Teachers• Direct Observation in multiple settings

• Classroom/Recess or cafeteria/Art/Technology

• Interview of Child, press for social communication


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Systematic Process for the Educational Identification of ASD• Direct Assessment

• Cognitive ability/Executive Functions• Speech/Language Ability• Social/Emotional• Behavior (FBA if needed)• Motor/Sensory concerns

• ASD Specific Assessment• (ADOS-2, CARS, GADS-2, SRS)


Systematic Process for the Educational Identification of ASD• Meet with Team

• Review Findings• Determine Eligibility

• If Eligible: Create an Individual Education Plan (IEP) which addresses: • Communication, • Social, • Behavior and • Academic Needs


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The Value of Educational Identification

• School Team have the luxury of time and history with students and their families.

• School teams can work closely with a myriad of people who have a history with the child and work with them daily. We can observe a child in multiple familiar settings, over days and weeks.

• We can follow up and reset goals. • We can improve lives.

QuestionsPlease choose the correct answer:

• A) It is important for school teams to feel prepare and competent in assessing children for ASD.

• B) Knowledge of typical development and specific difficulties that children with Autism Spectrum Disorders experience is critical for effective evaluation.

• C) Collaboration with parents, educators and all team members is key for effective evaluation.

• D) All of the above


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THANK YOUFor your participation in Series 1 of Educational Identification of ASD.

Please gain further knowledge of effectiveevaluation practices by participating in

Series 2.


References

• Centers for Disease Control: Autism Spectrum Disorders • http://www.cdc.gov/ncbddd/autism/index.html

• Colorado Department of Education• http://www.cde.state.co.us

• US Department of Education • ED.gov


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Resources• Autism and Tertiary Behavior Supports

• www.ksdetasn.org

• Autism Speaks • https://www.autismspeaks.org

• Centers for Disease Control: Autism Spectrum Disorders • http://www.cdc.gov/ncbddd/autism/index.html

• Colorado Department of Education• http://www.cde.state.co.us


Resources• Nebraska Autism Spectrum Disorders Network

• www.unl.edu/asdnetwork/home

• Ohio Center for Autism and Low Incidence OCALI• http://www.ocali.org• http://www.autisminternetmodules.org/mod_view.php?nav_id=1499

• US Department of Education• www.ed.gov/


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THANK YOU!Sharon Krupa-Sirotek, Ph.D.

[email protected]


Documents

ED ID of ASD Webinar Part1 - University of … ID of ASD_Webinar_Part1.pdfPolling Questions Tri State Webinar ... • Interview of Child, press for social communication Tri State Webinar