Presentation on theme: "Conducting 3 Year Re-Evaluations For Students with Autism"— Presentation transcript:
1 Conducting 3 Year Re-Evaluations For Students with Autism This template can be used as a starter file for a photo album.
2 PURPOSE OF 3 YEAR RE-EVALUATIONS To determine whether is a student is still eligible for specially-designed instruction under the category of autism by:1) Documenting whether the student still has characteristics in the four eligibility areas2) Documenting whether the characteristics still have an adverse impact on the student’s education
3 Medical vs Educational Based on set of Criteria – DSM-IV (May 2013 – DSM-V)Based on State and Federal Laws (IDEA)Refers to specific disorder: Autistic Disorder, Asperger’s Disorder, PDD-NOSAutism is a disability category.Used in Private or Medical SettingsUsed in the public school system.May be determined by individual or a team.Must be determined by a team.Impairments in Communication, Social, and Repetitive/Restricted BehaviorsImpairments in Communication, Social, Repetitive/Restricted Behaviors & Sensory.The student’s disability must impact his/her education to be eligible under the category of ASD.
5 ASD Eligibility/Diagnosis – Autism There is no medical test for Autism Spectrum DisorderMedical Diagnosis is based on DSM-IV (May 2013 DSM-V)School Districts are required to use the educational criteria listed in OARs for eligibility under the Special Education Umbrella.Both medical diagnosis and educational eligibility are determined by specific behavioral characteristics associated with ASD.
6 Oregon School District Requirements Education Eligibility Information – AutismOregon School District Requirements1. Autism Spectrum Disorder includes Autism Disorder and Asperger's:2. Under Educational Eligibility the team must determine:a. The student exhibits characteristics of ASDb. Demonstrate that the characteristics of ASD impact the learning of the child in the educational setting or on development in EI/ECSE and the child needs Specially Designed Instruction.3. Educational Eligibility is determined with a team of professionals including the parent.
7 Required Eligibility Components Education Eligibility Evaluation – AutismRequired Eligibility ComponentsDevelopmental ProfileLicensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Autism Specialist, School Psychologist)ObservationsLicensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Autism Specialist, School Psychologist, Speech- Language Pathologist, Development Pediatrician***; Clinical Psychologist***)Direct Interactions with the ChildLicensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Autism Specialist, School Psychologist, Speech-Language Pathologist, Pediatrician; Clinical Psychologist)Communication AssessmentSpeech and language pathologist licensed by the State Board of Examiners for Speech-Language Pathology and Audiology or the Teacher Standards and Practices CommissionMedical or Health Assessment Statement(1) a physician licensed by a State Board of Medical Examiners, or (2) a nurse practitioner licensed by a State Board of Nursing, specially certified as a nurse practitioner, or (3) a physician assistant licensed by a State Board of Medical Examiners. Both a nurse practitioner and a physician assistant must be practicing within his or her area of specialty.Behavior Rating ToolLicensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Autism Specialist, School Psychologist )Assessment(s) to Determine Impact of Suspected DisabilityLicensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Classroom Teacher, Special Education Teacher, Autism Specialist, School Psychologist, Speech-Language Pathologist).Assessment(s) to Determine Educational NeedLicensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Classroom Teacher, Special Education Teacher, Autism Specialist, School Psychologist, and Speech-Language Pathologist).
8 Technical Assistance Paper Unique Learning Characteristics of individuals with ASDImpairment in Social Interaction, as exhibited by the following:marked impairment in the use of multiple nonverbal behaviors such as eye-to- eye gaze, facial expression, body postures, and gestures to regulate social interactionfailure to develop peer relationships appropriate to developmental levela lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)lack of social or emotional reciprocity delay or abnormal functioning in symbolic or imaginative playTechnical Assistance Paper
9 Impairments in Communication as exhibited by the following: Unique Learning Characteristics of individuals with ASDImpairments in Communication as exhibited by the following:delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with othersstereotyped and repetitive use of language or idiosyncratic languagelack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
10 Persistent preoccupation with parts of objects Unique Learning Characteristics of individuals with ASDRestricted Repetitive and Stereotyped Patterns of behavior, Interests, and Activities, as exhibited by the following:Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focusApparently inflexible adherence to specific, nonfunctional routines or ritualsStereotyped and repetitive motor manners (e.g., hand or finger flapping or twisting, or complex whole-body movements)Persistent preoccupation with parts of objects
11 Unique Learning Characteristics of individuals with ASD Unusual Response to Sensory Information (associated features not necessary for medical diagnosis but required for educational eligibility) exhibited by the following:Responds in an unusual manner to sounds, taste, pain, light, color, touch, temperature, smells – hypersensitivity (over)Responds in an unusual manner to sounds, taste, pain, light, color, touch, temperature, smells – hyposensitivity (under)Seeks activities that provide touch, pressure, movement avoids activities that provide touch, pressure, movement
12 Required to attend: SPED teacher, SLP, Teacher Evaluation Planning MeetingPurpose:To review existing information, determine what new information should be collected and decide what new assessments/evaluation activities will be conducted.Fill out Prior Notice about Evaluation/Consent to Evaluate. If parents are in attendance, they can sign it. Otherwise, it must be sent to them. Eligibility meeting must occur within 60 days of signed consent.Required to attend: SPED teacher, SLP, TeacherBring Out the Form!!
13 Review previous 3 year re-eval report(s) – current enough? Evaluation Planning Meeting - TipsConsider inviting all IEP Team Members including the Autism Consultant. If team members will not be there, then get written input from them on how the disability impacts the student’s education in the four areas.Use meeting as an opportunity to conduct file review and parent/teacher interviews. Can document using Autism 3 Year Re-evaluation Planning Meeting Minutes/File Review formReview previous 3 year re-eval report(s) – current enough?Bring Out the Form!!
14 File ReviewDuring Evaluation Planning Meeting the Team will review the file and document characteristics of ASD in all four areas over the last three years on the 3 Year Re-eval Planning Meeting/File Review FormCan review: Present Levels IEPs, testing results, other relevant reports/documents from previous three years
15 ASD Teacher Interview Checklist: Options:ASD Teacher Interview Checklist:Forms are listed on LBL ESD ASD WebsiteTeachers can fill out and turn in by hand or submit electronicallyTeachers can fill out before, during, or after planning meeting (depending on preference and who is in attendance)2) Review characteristics from previous 3 year evaluation report and discuss if traits are still manifesting in that way
16 Parent InterviewOptions:Parents attend Eval Planning Meeting and give input about current characteristics (review traits from previous re-eval report).Contact parents if they were not at the Eval Planning and ask if there is any new information regarding characteristics of the four areas of ASD.
17 Observations must be on 2 different days across 2 different settings. Observations/Direct InteractionsMust have 3 Documented Observations within 6 months of the Eligibility MeetingNote characteristics of ASD in all 4 areas (social, communication, sensory, behaviors)Observations must be on 2 different days across 2 different settings.SLP or other Service Providers can do one of the observations.
18 Functional Communication Assessment The speech-language pathologist should develop a profile of the individual’s communication strengths and challenges. In order to accomplish this, the SLP must design and assess situations that will demonstrate an individual’s attempts to communicate.
19 Focus of the Assessment The assessment should focus on determining how the individual communicates:Verbally (including pragmatic strengths and weaknesses)Nonverbally (the ability to use and comprehend nonverbal language, including atypical or delayed nonverbal communicative behaviors)Joint attention (the process of sharing one’s experience of observing an object or event, by following gaze or pointing gestures)
20 Focus on Assessment cont. Communication Intent and FunctionalitySocial Communication Behaviors
21 The Assessment Should also Identify Critical Social Behaviors Initiating interactionsResponds to attempts at interactionRequests information from a communicative partnerComments on an activity or an event during an interactionFollows routinesProvides or offers informationUnderstands requests or expectations for performance
22 Observations Should Occur Across a Variety of Settings With familiar and unfamiliar peersWith familiar and unfamiliar adultsIn structured and unstructured situationsIn small and large groupsDuring transitionsDuring adult and child directed activitiesDuring Preferred and Non preferred activitiesDuring Motor and Language based activities
23 Examples of Formal Speech/Language (Knowledge not Performance) CELF-4EOWPVTPPVT-4OWLSTOLD-4CASLCCC-2 Children’s Communication Checklist-2
24 Possible Informal Assessments Assessment of Social Communication Skills for Children (Quill)SCQ- Social Communication QuestionnaireConversational Effectiveness Profile (Kowalski)Social Cognitive Assessments (Winner)Pragmatic Profiles and Checklists
25 Reports—Write upBackground Information (i.e., file review, prior interventions and special ed history)Assessment ProceduresAssessment Results (Formal and Informal)Short overall impressionRecommendationsIf possible, share the FCA with case manager before the eligibility meeting
27 CARS2-STPURPOSE:Helps to identify children with autism and determine symptom severity through quantifiable ratings based on direct observationAGES: 2 years and upADMINISTRATION TIME:5 to 10 minutes (after the information needed to make the ratings has been collected)FORMAT:Two 15-item rating scales completed by the clinician (each designed for a different population); and an unscored Parent/ Caregiver QuestionnaireSCORES:Cutoff scores, standard scores, and percentiles
28 Parent and/or teacher rating scale NORMS: SRS-2PURPOSE:Distinguishes autism spectrum conditions from other child psychiatric conditions by identifying presence and extent of autistic social impairmentAGES: 4 to 18 yearsADMINISTRATION TIME:15 to 20 minutesFORMAT:Parent and/or teacher rating scaleNORMS:Based on a sample of more than 1,600 children and separated by identity of rater (parent or teacher) and gender of child rated
29 AGES: 6 through 22 years of age. ADMINISTRATION TIME: KADIPURPOSE:The KADI helps clinicians distinguish individuals with Asperger's disorder from those who have other forms of high functioning autism.AGES: 6 through 22 years of age.ADMINISTRATION TIME:Parent/Caregiver/Home/School – minutesFORMAT: Rating ScaleNORMS:The KADI was standardized on a sample of 486 individuals, including 130 previously diagnosed with Asperger's disorder, 162 previously diagnosed with high functioning autism, and 194 considered normal. Data were collected from more than 30 states and 10 countries.
30 AGES: 3 through 22 years of age. ADMINISTRATION TIME: GADS2PURPOSE:The GADS is a norm-referenced assessment designed to evaluate individuals with unique behavior problems who may have Asperger's Disorder.AGES: 3 through 22 years of age.ADMINISTRATION TIME:Parent/Caregiver/Home/School – 5-10 minutesFORMAT: Rating ScaleNORMS:Normed on 371 representative subjects with Asperger's Disorder, the GADS can also be used to monitor the effectiveness of special intervention programs, to target goals for IEPs, and for research purposes.
31 GARS2PURPOSE:This revision of the popular Gilliam Autism Rating Scale is a norm-referenced instrument that assists teachers, parents, and clinicians in identifying and diagnosing autism.AGES: 3 through 22 years of age.ADMINISTRATION TIME:Parent/Caregiver/Home/School – 5-10 minutesFORMAT: Rating ScaleNORMS:The GARS-2 was normed on a representative sample of 1,107 persons with autism from 48 states within the United States. Demographic characteristics of the normative sample are keyed to the 2000 U.S. Census data. The GARS-2 has strong psychometric characteristics that were confirmed through studies of the test's reliability and validity.
32 AGES: Over 4.0 years, with a mental age over 2.0 years. SCQPURPOSE:Offers a quick, easy, and inexpensive way to routinely screen for autism spectrum disorders.AGES: Over 4.0 years, with a mental age over 2.0 years.ADMINISTRATION TIME:Less than 10 minutes.FORMAT:Parent questionnaire with 40 yes-or-no items. Current and Lifetime Forms.SCORES:Total score with cutoff points.
33 Assessment: Impact of ASD/Educational Needs Assessments to determine the impact of the disability may include any evaluation, formal or informal, that addresses strengths, weaknesses and educational needs.With or without new assessments to measure impact, there needs to be a written impact statement (written in Evaluation Report):SensoryBehaviorsCommunicationSocial
34 Recommendation that Medical Statement be dated within 6 years. The Medical Statement is a legal requirement as part of the eligibility.For ASD Purposes we need information on Section 7
35 Review reports/documentation of evaluation activities Eligibility MeetingReview reports/documentation of evaluation activitiesFill out Statement of Eligibility for Special Education (Autism Spectrum Disorder 82)Eligibility form:
36 Template off the LBL ESD ASD Website ASD 3 Year Re-Eval ReportShare Report ExamplesTemplate off the LBL ESD ASD Website
37 Technical Assistance Paper ResourcesTechnical Assistance PaperOregon Commission on Autism Spectrum DisorderLBL ESD Website