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Assessment
Initial Eligibility
DisclaimerThe Southern California Autism Training Collaborative (SCATC) has provided information included in this original format of the training manual (dated August 2007). SCATC is not
responsible for any changes made to this training protocol by subsequent users.
IEP Goals And
Objectives
Report ofProgress/
IEP Meeting
Assessment Process
Designing ClassroomActivities
CollectingData
AUTISM Complex neurobiological (brain) disorder of development that
is life long.
It inhibits a person’s ability to communicate and develop social relationships and is often accompanied by extreme behavioral challenges.
It is severe and pervasive developmental disturbance.
The Centers for Disease Control and Prevention have called autism a national public health crises whose cause and cure remain unknown.
Common for ASD to be co-morbid with other disorders (i.e., affective disorders, Tourette’s Syndrome, obsessive compulsive disorders).
Eligibility Criteria Under IDEIA
Individual with Disabilities Education Improvement Act 2004
(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, 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. The term does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance.
(ii) A child who manifests the characteristics of “autism” after age 3 could be diagnosed as having “autism” if the criteria in this section are satisfied.
{(Code of Federal Regulations, Title 34, Section 300.7 (b)(1)}
Sorry, no magical device that detects the presence of Autism Spectrum Disorders.
Use rating scales, standardized measures and observations to help identify Autism Spectrum Disorders.
IDENTIFICATION AND ASSESSMENT
No objective biological test, such as a blood test or an X-ray examination, can confirm a child’s PDD diagnosis.
Complicated, much like putting together a jigsaw puzzle that does not have a clear border and picture.
Identification reflects the clinician’s best informed
judgment. National Dissemination Center for Children with Disabilities (NICHCY)
IDENTIFICATION AND ASSESSMENT
No test currently available provides conclusive autism results.
Because of the complexity of autism and the many forms it may take, it is unlikely that such an instrument will be developed in the foreseeable future.
Professionals must make interpretations and draw conclusions based on various sources of information, often leading to different diagnostic conclusions.
ASSESSMENT: PURPOSES
Determine whether a child does/does not meet eligibility criteria as a child with autism.
Provide information about child’s educational, physical, social, and psychological strengths and weaknesses.
Develop effective intervention, treatment, and educational programs.
Qualitative Assessment
Functioning level and interface between the
areas of Social interaction Social communication Social imagination, flexible thinking and play Cognitive ability Developmental skills in areas such as attention
control, language levels, fine- and gross-motor functioning and independence skills
A thorough developmental history Background medical information Information from any therapeutic
interventions Educational history Current educational attainments
Assessment should include:
A Thorough Assessment includes…
Collecting and interpreting information about:
Intellectual/cognitive ability (verbal/non verbal) Behavioral features/characteristics Social interaction/emotional functioning Perceptual strengths and weaknesses Adaptive functioning/self-help skills Communication (receptive and expressive)
Home and family based School, nursery or playgroup setting Within therapy settings
Remember to observe both in structured and unstructured settings!!!
Assessment should include information from and observation within a range of settings:
BASIC REQUIREMENTS Professional who is trained and competent
in using an instrument and/or procedure. Normative sample permits evaluations of a
child with autism; make administration, scoring, and interpretation adjustments when conducting assessments of children with autism.
Evaluations are based on samples of behavior that may or may not be representative of a child’s ability.
The Initial Assessment
Initial diagnosis is made by a professional experienced in the evaluation of child developmental disorders.
A qualified professionals may include:
• pediatrician• pediatric neurologist• developmental pediatrician• developmental psychologist• child psychiatrist• psychologist
RELEASE OF INFORMATION
R.O.I.
Sources of Information include…
Parents and Caretakers Educators (general and special) Speech-Language Pathologists
Audiologists Occupational Therapists
Physical Therapists School Psychologists
Components of a GOOD Report
COGNITION:
Uneven development of cognitive skills
Relative strength in processing visual versus verbal information
Trouble responding to verbal information presented at a fast pace
Trouble understanding multiple-step commands
Inconsistent understanding of verbal information
A need for verbal information to be repeated, especially information that is new.
COMMUNICATION:
Difficulty understanding social rules such as taking turns and sharing;
Problems understanding and reading the emotions of others;
Difficulty taking the perspective of other people (e.g. theory of mind);
Problems initiating and maintaining interactions and conversations with other people.
Social Understanding
Difficulty screening out distractions; Difficulty completing activities independently
and initiating work activities; Problems organizing free time and stopping
one activity and moving on to the next; Difficulty being flexible, shifting attention to a
new focus Problems doing more than one thing at a
time.
Behaviors
Please review individual slides for specific
references.
Further references to be listed.
Please review individual slides for specific
references.
Further references to be listed.