Download - Assessment for ASD Programming
Assessment for ASD Programming
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Jointly Developed By:
The Autism Society The IDEA Partnership Project (at NASDSE)
With funding from the US Department of Education, Office of Special Education Programs (OSEP)
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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
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Outline for Presentation
Definitions Guiding principles Domains and areas of program assessment Assessment/Programming process Developing programming based on
assessment/data collection Outcomes of program assessment
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Definitions of Assessment & Evaluation
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
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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
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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
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Guiding Principles of Assessment
It is Important to understand the overlap in assessment and program planning:
Use a variety of tools to create the program Program to both the strengths and the challenges
across environments Behaviors occurring in multiple settings may be
prioritized over those that are limited to a single environment
Determine priority or recommendations – looking ahead to the next environment, values of family, building toward transitions, and importance for successful adult life, etc.
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Let’s Watch This Video on a Girl with ASD
http://www.youtube.com/watch?v=qs5L2R2lZAU
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Let’s Watch This Video on a Boy with ASD
http://www.youtube.com/watch?v=TxVtJs-ZtW8
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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.
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Educational Definition (IDEA) 34 CFR §300.8(c)(1)(i)
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.
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Adverse Effect 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
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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
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Areas of Program Assessment
Academic Achievement Alternate Assessment
Adaptive Behavior Assessment Developmental Assessment Functional Behavioral Assessment
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Assessment Areas or Domains Triad
Social Restricted patterns of behavior Communication
Associated characteristics Sensory Cognitive Motor Emotional vulnerability
Known biological factors
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Choose Assessment Measures
Multiple measurements Formal and informal Strengths and challenges
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Assess/Data Collection
Develop a collaborative team including parent/family and student
Review existing data including placement evaluation information
Administer assessments, including interviews and observations
Evaluate student’s performance in a variety of settings and situations
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Translate Assessment Into IEP, Curriculum Objectives & Program Supports
Translate Assessment Into IEP, Curriculum Objectives & Program Supports
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Translate Assessment into Goals and Objectives
Identify student’s strengths, needs, and present levels of performance
Consider values of family, community and culture
Identify expectations of future environments Consider age and overall learning goals for
all students of that age
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Translate Assessment Into IEP and Curriculum Objectives and Program Supports
Translate Assessment Into IEP and Curriculum Objectives and Program Supports
Select Intervention Strategies and Program Supports
Select Intervention Strategies and Program Supports
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Select Intervention Strategies and Program Supports
Designed for each student based on Learning style Assessment findings Data response to previous interventions Strengths and interests Age Identified benchmarks/objectives
Examples include PECS -- Social Narratives -- 5pt Scale Touch Math -- Weighted Vests -- Visual Schedules
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Embed Strategies into Classroom Activities
Consider how interventions/strategies can be utilized throughout the various activities that occur in school What activity? When does it occur? In which setting? Who else is involved? (student or group) Subject area
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Pro
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ring
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Progress Monitoring
Describe type of data to collect Identify days and times to collect data Create/identify data Present data Review data Identify criteria for program changes
http://www.studentprogress.org/
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Reflections!
Questions?
Discussion.
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