1. Centralized Evaluation Team Reviewing the C.E.T. Process

2. Kelly Dunlap, psy.s. School psychologist Autism education and intervention specialist High Quality School-Based ASD Evaluation

3. NO OPINIONS NO OPINIONS ALL DECISIONS INFORMED BY…. ALL DECISIONS INFORMED BY…. THE LAW THE LAW THE RESEARCH THE RESEARCH THE DATA THE DATA Today’s Guiding Principle

4. Purpose / AGENDA PURPOSE Not compliance on evaluation (e.g. REED) Not compliance on evaluation (e.g. REED) Not intended to cover ALL issues related to evaluation Not intended to cover ALL issues related to evaluation Not intended to cover issues related to other disabilities Not intended to cover issues related to other disabilities Focus on core issues and components of evaluation Focus on core issues and components of evaluation Components of High Quality Evaluations Components of High Quality Evaluations Criteria Tools Process Report AGENDA

7. HISD Compared to State

8. START Primary Components

9. Acronym Deciphering Tool SE = Special Education SE = Special Education ASD = Autism Spectrum Disorder ASD = Autism Spectrum Disorder MARSE = Michigan Administrative Rules for Special Education MARSE = Michigan Administrative Rules for Special Education REED = Review of Existing Evaluation Data REED = Review of Existing Evaluation Data MET = Multidisciplinary Evaluation Team MET = Multidisciplinary Evaluation Team IFSP = Individual Family Service Plan IFSP = Individual Family Service Plan IEP = Individualized Educational Program IEP = Individualized Educational Program SAS = Supplementary Aids and Services SAS = Supplementary Aids and Services P&S = Programs & Services P&S = Programs & Services FAPE = Free and Appropriate Public Education FAPE = Free and Appropriate Public Education LRE = Least Restrictive Environment LRE = Least Restrictive Environment AIB = Autism Insurance Benefit AIB = Autism Insurance Benefit DSM = Diagnostic and Statistical Manual of Mental Disorders DSM = Diagnostic and Statistical Manual of Mental Disorders PDD-NOS = Pervasive Developmental Disorder – Not Otherwise Specified PDD-NOS = Pervasive Developmental Disorder – Not Otherwise Specified ADOS = Autism Diagnostic Observation Schedule ADOS = Autism Diagnostic Observation Schedule ADI = Autism Diagnostic Interview ADI = Autism Diagnostic Interview CMHP = Child Mental Health Professional CMHP = Child Mental Health Professional PCP = Person-Centered Plan PCP = Person-Centered Plan IPOS = Individual Plan of Service IPOS = Individual Plan of Service ABA = Applied Behavioral Analysis ABA = Applied Behavioral Analysis EIBI = Early Intensive Behavioral Intervention EIBI = Early Intensive Behavioral Intervention ABI = Applied Behavioral Intervention ABI = Applied Behavioral Intervention ABLLS = Assessment of Basic Language and Learning Skills ABLLS = Assessment of Basic Language and Learning Skills VB-MAPP = Verbal Behavioral Milestones Assessment and Placement Program VB-MAPP = Verbal Behavioral Milestones Assessment and Placement Program

10. Referral / Evaluation Considerations Expect an Increase in Evaluation Requests: Expect an Increase in Evaluation Requests: Initial Evaluation or Initial Evaluation or Already eligible, but not ASD (e.g. ECDD/SLI) Already eligible, but not ASD (e.g. ECDD/SLI) Potential Challenges Potential Challenges Pressure to accept outside diagnosis and proceed to an IEP with ASD eligibility Pressure to accept outside diagnosis and proceed to an IEP with ASD eligibility IDEA/MMSEA Considerations to Remember: IDEA/MMSEA Considerations to Remember: Always consider information provided by parent (REED) Always consider information provided by parent (REED) AIB diagnosis AIB diagnosis Not typically done by a team Not typically done by a team Possibly using different tools Possibly using different tools Using different criteria Using different criteria Special Ed evaluation done for dual purposes of eligibility (TWO PRONGED TEST) AND IEP development Special Ed evaluation done for dual purposes of eligibility (TWO PRONGED TEST) AND IEP development

11. Ensure high quality evaluations Current Issues in State: Current Issues in State: – Not recognizing there are THREE required eligibility areas – Not recognizing that “educational impact” can be in one of THREE areas (e.g. academic, behavior, social) – Use of tools with no observational data – Not understanding terms: Marked Marked Qualitative Qualitative Adverse Impact Adverse Impact

12. “There is no single behavior that is always typical of Autism and no behavior that would automatically exclude an individual child from a diagnosis of Autism.” National Research Council

13. START’s Centralized Evaluation Team (CET) Training (CET): (M. Ziegler, D. Schoemer) “Exemplars” (e.g. Kent, Ottawa, Char Em Evaluation Guidelines) CDC ACT (Autism Case Training) http://www.cdc.gov/ncbddd/actearly/ACT/class.html http://www.cdc.gov/ncbddd/actearly/ACT/class.html CCRESA Progression & Feedback “Beyond CET” Training: S. Dyer Collaborative Conversations: C. Lord, B. Ingersoll, S. Pastyrnak, OAISD C. Lord, B. Ingersoll, S. Pastyrnak, OAISD AIM (Autism Internet Modules) http://www.autisminternetmodules.org http://www.autisminternetmodules.org National Association of School Psychologists National Research Council Resources

14. Components of high quality evaluations Criteria Criteria Tools Tools Process Process Report Report

15. Michigan Definition of Autism Spectrum Disorder 1. Considered a lifelong developmental disability that adversely affects a student’s educational performance in 1 or more of the following areas: (IMPACT--prong 2) a) Academic (e.g. ability to meaningfully participate and progress in the general curriculum including lack of initiation, impaired quality of participation, low grades, etc.) (b) Behavioral (e.g. disruption, aggression, lack of appropriate engagement, eloping, tantrums, etc.) (c) Social (e.g. ability to develop and maintain relationships/friendships, responses to social situations that alienates others and diminishes acceptance, etc.) (a) Academic

16. Michigan Definition of Autism Spectrum Disorder 1. Considered a lifelong developmental disability that adversely affects a student’s educational performance (Prong 2) 2. Characterized by qualitative impairments in (Prong 1): a. Reciprocal Social Interactions, b. Communication c. Restricted Range of Interests / Repetitive Behavior

17. Autism Spectrum Disorder Triad Qualitative Impairments In Communication Qualitative Impairments in Reciprocal Social Interaction Restrictive, Repetitive & Stereotyped Behavior ASD

18. DSM V (May 2013) Autism Spectrum Disorder Autistic Disorder CDD Rett’s Disorder PDD-NOSAsperger DSM IV (1994-2013) PERVASIVE DEVELOPMENTAL DISORDERS

20. Early Diagnosis? (AIM Module—Recognizing ASD) Retrospective studies (e.g., looking at home videos) Retrospective studies (e.g., looking at home videos) Prospective studies (following the development of children at low and high risk for autism) Prospective studies (following the development of children at low and high risk for autism) Signs of autism are often present in the first year of life, and especially by the first birthday Signs of autism are often present in the first year of life, and especially by the first birthday (Landa, Holman, & Garrett-Mayer, 2007). If families and professionals pay close attention to red flags, experts suggest that many children could be diagnosed by age 2 (Plauché Johnson, 2008), and perhaps up to 50% of children with autism could be diagnosed reliably as early as 14 months of age (Landa, 2007). If families and professionals pay close attention to red flags, experts suggest that many children could be diagnosed by age 2 (Plauché Johnson, 2008), and perhaps up to 50% of children with autism could be diagnosed reliably as early as 14 months of age (Landa, 2007).

21. Key Early Indicators of ASD http://www.cdc.gov/ncbddd/autism/index.html Lack of: Lack of: Reciprocal social smiling by 6 months Reciprocal social smiling by 6 months Response/Orientation to name by 12 months Response/Orientation to name by 12 months Reciprocal gestures by 14 months (showing objects, pointing, reaching, waving) Reciprocal gestures by 14 months (showing objects, pointing, reaching, waving) Avoids eye contact / wants to be or play alone Avoids eye contact / wants to be or play alone No words by 16 months (and meaningful 2-word phrases by 24 months) No words by 16 months (and meaningful 2-word phrases by 24 months) Not play “pretend” games (feed a doll) by 18 months Not play “pretend” games (feed a doll) by 18 months Plays with parts of objects (e.g. wheels) Plays with parts of objects (e.g. wheels) More Info at: (www.autisminternetmodules.org) Dashboard: Recognizing ASD—What Early Interventionists Should Know (What are some of the red flags you might see during the first three years of the child's life?)www.autisminternetmodules.org

22. MCHAT Failed Screening = 2 or more failed critical items OR failed three items or more. (Yes/No converted to Pass/Fail) Bold capitalized are CRITICAL 1. No 2. NO 3. No 4. No 5. No 6. No 7. NO 8. No 9. NO 10. No 11. Yes 12. No 13. NO 14. NO 15. NO 16. No 17. No 18. Yes 19. No 20. Yes 21. No 22. Yes 23. No

23. Michigan Definition of Autism Spectrum Disorder 1. Considered a lifelong developmental disability that adversely affects a student’s education performance. 2. Characterized by qualitative impairments in: a. Reciprocal Social Interactions, b. Communication c. Restricted Range of Interests / Repetitive Behavior

24. “Qualitative” Atypical Atypical Significantly different from other students at the same age and developmental level Significantly different from other students at the same age and developmental level Outside the typical sequence of development Outside the typical sequence of development Across all environments. Across all environments. Presence and Absence Presence and Absence Unique to each Student Unique to each Student

25. Michigan Definition of Autism Spectrum Disorder Characterized by qualitative impairments in: Reciprocal Social Interactions Communication Restricted Range of Interests / Repetitive Behavior

26. Reciprocal Social Interaction A mutual exchange (e.g. of words, actions, or feelings).

27. Theory of Mind (ToM) means the ability to recognize and understand thoughts, beliefs, desires and intentions of other people in order to make sense of their behavior and predict what they are going to do.(Atwood, 2007) TOM—ability to understand the feelings, intentions and perspectives of others and recognize that they are different from our own.

28. Reciprocal Social Interaction At least 2 of the following 4 (i) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction. Marked = Clearly evident; Behaviors are distinctive and noticeably different from same-aged peers Marked = Clearly evident; Behaviors are distinctive and noticeably different from same-aged peers PURPOSE of Nonverbal Behavior PURPOSE of Nonverbal Behavior (ii) Failure to develop peer relationships appropriate to developmental level. Impaired perspective taking: viewing situations from another’s point of view and predicting other’s behavior Impaired perspective taking: viewing situations from another’s point of view and predicting other’s behavior

29. Reciprocal Social Interaction (iii) Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for example, by a lack of showing, bringing, or pointing out objects of interest. (iii) Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for example, by a lack of showing, bringing, or pointing out objects of interest. Joint / Shared Attention Joint / Shared Attention (iv) Marked impairment in the areas of social or emotional reciprocity. (iv) Marked impairment in the areas of social or emotional reciprocity. Identifying and responding appropriately to other’s emotional states (e.g., comfort a crying person) Identifying and responding appropriately to other’s emotional states (e.g., comfort a crying person)

30. Michigan Definition of Autism Spectrum Disorder Characterized by qualitative impairments in: Reciprocal Social Interactions Communication Restricted Range of Interests / Repetitive Behavior

31. Communication At least 1 of the following 4 (i) Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate About 40% of children with an ASD do not talk at all. About 40% of children with an ASD do not talk at all. About 25%–30% of children with an ASD have some words at 12 to 18 months of age and then lose them. About 25%–30% of children with an ASD have some words at 12 to 18 months of age and then lose them. Remaining children speak, but sometimes not until later in childhood and/or non-functional speech. Remaining children speak, but sometimes not until later in childhood and/or non-functional speech. http://www.cdc.gov/ncbddd/autism/signs.html

32. Communication (ii) Impairment in Pragmatics: The ability to initiate, sustain, or engage in reciprocal conversation with others a. Using language for varying purposes (e.g. greeting, informing, promising, requesting, etc.) b. Changing language according to the needs of the listener or situation (e.g., giving background information to an unfamiliar listener, speaking differently in a classroom than on a playground) c. Following rules of conversations and storytelling (e.g., taking turns in conversation, staying on topic, rephrasing when misunderstood, proximity, use of eye contact

33. RECEPTIVE & EXPRESSIVE LANGUAGE are not equal I didn’t say she stole my money. I didn’t say she stole my money.

34. Communication (iii) Stereotyped / repetitive use of language / idiosyncratic Idiosyncratic = contextually irrelevant or not understandable to the listener; may have private meaning / be understood by the speaker or to those familiar to the situation (e.g. movie lines) Idiosyncratic = contextually irrelevant or not understandable to the listener; may have private meaning / be understood by the speaker or to those familiar to the situation (e.g. movie lines) Can include: Can include: Echolalia Echolalia Repeat videos / scripts Repeat videos / scripts Nonsense language Nonsense language Verbal Fascinations Verbal Fascinations

35. Communication At least 1 of the following 4 (i) Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate (ii) Impairment in Pragmatics: (iii) Stereotyped / repetitive use of language / idiosyncratic (iv) Lack of varied / spontaneous make-believe play or social imitative play Precursor to symbol development needed in language Precursor to symbol development needed in language

36. Michigan Definition of Autism Spectrum Disorder Characterized by qualitative impairments in: Reciprocal Social Interactions Communication Restricted Range of Interests / Repetitive Behavior

37. Restrictive, Repetitive, Stereotyped Behaviors At least 1 of the following 4 (i) Encompassing preoccupation with 1 or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus. DISTRESS OVER DISRUPTION DISTRESS OVER DISRUPTION (ii) Apparently inflexible adherence to specific, nonfunctional (e.g. no purpose) routines or rituals. (iii) Stereotyped and repetitive motor mannerisms, for example, hand or finger flapping or twisting, or complex whole-body movements. (iv) Persistent preoccupation with parts of objects.

38. Michigan Definition of Autism Spectrum Disorder 1. Considered a lifelong developmental disability that adversely affects a student’s educational performance. 2. Characterized by qualitative impairments in: a. Reciprocal Social Interactions, b. Communication c. Restricted, Repetitive, & Stereotyped Behaviors 3. Determination may include unusual or inconsistent response to sensory stimuli in combination with a, b, and c, above. 4. There shall not be a primary diagnosis of schizophrenia or emotional impairment. 5. Determination shall be based on up a full and individual evaluation by a MET including a psychologist (or psychiatrist), authorized provider of speech and language, and a school social worker.

39. What about the EXPERT team?

40. CET: Centralized Evaluation Team Individualize the process Objective 3-person Team Objective 3-person Team Sole purpose is ASD eligibility Sole purpose is ASD eligibility Start with the child, not the characteristics (e.g. does the ASD dominate the child’s thinking?) Start with the child, not the characteristics (e.g. does the ASD dominate the child’s thinking?) Use the quadrants for observation and organizing information Use the quadrants for observation and organizing information Conduct a Home visit with all 3 members Conduct a Home visit with all 3 members MET meeting to determine eligibility (Meeting Mechanics) MET meeting to determine eligibility (Meeting Mechanics) Preponderance of evidence Preponderance of evidence One combined report One combined report Report follows the MARSE criteria Report follows the MARSE criteria Meet with parents BEFORE the IEP meeting Meet with parents BEFORE the IEP meeting CRITICAL COMPONENTS CRITICAL COMPONENTS

41. Components of high quality evaluations Criteria Criteria Tools: Tools: Developmental Hx Developmental Hx Observations Observations Direct Interaction / Assessment Direct Interaction / Assessment Process Process Report Report

42. Evaluation methods / Tools Use predominately OBSERVATIONS and interviews Use predominately OBSERVATIONS and interviews Evidence of presence / absence of behaviors across settings Evidence of presence / absence of behaviors across settings Is the ASD dominating the child’s interaction with the environment? Is the ASD dominating the child’s interaction with the environment? “JUST THE FACTS”— examples / non-examples but NOT interpretation!!! “JUST THE FACTS”— examples / non-examples but NOT interpretation!!! What about standardized tests (supporting documentation)?: “ No test or rating scale should be used as the sole criterion... Instead, consideration should be given to the student’s developmental history, systematic direct observation…, and interview information with various individuals who know the student well. “ (CALL) What about standardized tests (supporting documentation)?: “ No test or rating scale should be used as the sole criterion... Instead, consideration should be given to the student’s developmental history, systematic direct observation…, and interview information with various individuals who know the student well. “ (CALL) What question is the tool/test going to answer for you? What question is the tool/test going to answer for you? Most tools don’t match MARSE rules Most tools don’t match MARSE rules Impact (2 nd prong): NO tool can provide information on the impact Impact (2 nd prong): NO tool can provide information on the impact

43. Direct Observations “Eyes on Kid” ALL team members ALL team members All settings, times of day, and contexts All settings, times of day, and contexts CET----HOME VISIT w/ at least 2 observers Allow room in schedule for additional observations Allow room in schedule for additional observations Use CET Quadrant form Use CET Quadrant form Consider context Consider context

44. Direct Observation “EYES ON KID” Qualitative Impairment in Communication Qualitative Impairment in Reciprocal Social Interaction Restrictive, Repetitive and Stereotyped Behaviors Sensory

45. Other Supporting Evidence Checklists Checklists Interview Forms Interview Forms Direct Assessment Tools Direct Assessment Tools

46. C.E.T. Interview Steps Meet in a room with a dry erase or chalkboard Meet in a room with a dry erase or chalkboard Assign a facilitator Assign a facilitator Write four MET Categories on board Write four MET Categories on board Use Meeting Mechanics principles Use Meeting Mechanics principles Facilitator interpretation of autism characteristics Facilitator interpretation of autism characteristics

47. Standardized Tools Determine what, if any, standardized assessments are needed and complete prior to team review of information: Determine what, if any, standardized assessments are needed and complete prior to team review of information: Determine what you are trying to answer using this tool – is it appropriate? Determine what you are trying to answer using this tool – is it appropriate? Is this tool reliable? Ex. ADOS-2 Is this tool reliable? Ex. ADOS-2 (Required for Medicaid/MIChild/Private Insurance) (Required for Medicaid/MIChild/Private Insurance) 2 wk Test-Retest Reliability – 9 of 39 students changed classification – that’s 23%! 2 wk Test-Retest Reliability – 9 of 39 students changed classification – that’s 23%!

48. Assessment Tools Central Assessment Lending Library (CALL) https://www.cmich.edu/colleges/chsbs/Psychology/call/pages/default.aspx / https://www.cmich.edu/colleges/chsbs/Psychology/call/pages/default.aspx / https://www.cmich.edu/colleges/chsbs/Psychology/call/pages/default.aspx / ASIEP-3: Autism Screening Instrument for Educational Planning ASIEP-3: Autism Screening Instrument for Educational Planning ADOS-2 (Autism Diagnostic Observation Schedule) ADOS-2 (Autism Diagnostic Observation Schedule) ADI-R: Autism Diagnostic Interview ADI-R: Autism Diagnostic Interview CARS-2: Childhood Autism Rating Scale CARS-2: Childhood Autism Rating Scale GARS-2: Gilliam Autism Rating Scale GARS-2: Gilliam Autism Rating Scale GADS: Gilliam Asperger Disorder Scale GADS: Gilliam Asperger Disorder Scale KADI: Krug Asperger Disorder Index KADI: Krug Asperger Disorder Index PEP-3: Psycho- Educational Profile PEP-3: Psycho- Educational Profile ABLLS-R: Assessment of Basic Language and Learning Skills ABLLS-R: Assessment of Basic Language and Learning Skills VB-MAPP: Verbal Behavior – Milestones Assessment and Placement Program VB-MAPP: Verbal Behavior – Milestones Assessment and Placement Program

50. Components of high quality evaluations Criteria Criteria Tools Tools Process: REED (Compliance) Process: REED (Compliance) Gathering Information Gathering Information Integrate Qualitative and Quantitative Information Integrate Qualitative and Quantitative Information Differential Eligibility Differential Eligibility Team-based Decision-Making Team-based Decision-Making Report Report

51. C.E.T. Basic Premises C.E.T. Team Independent of the Referring Team C.E.T. Team Independent of the Referring Team Primary and Only Responsibility of the C.E.T. is to find whether the student meets eligibility criteria of ASD. Primary and Only Responsibility of the C.E.T. is to find whether the student meets eligibility criteria of ASD.

52. The Centralized Evaluation Team Team members include: psychologist, social worker and speech therapist Team members include: psychologist, social worker and speech therapist Others (parents, teachers, OT/PT, TC, etc.) provide valuable information but are not part of the formal recommendation of eligibility Others (parents, teachers, OT/PT, TC, etc.) provide valuable information but are not part of the formal recommendation of eligibility

53. Benefits of C.E.T. Truly a Comprehensive Evaluation Truly a Comprehensive Evaluation Consolidates Three Separate Evaluation Reports into One for Parents Consolidates Three Separate Evaluation Reports into One for Parents Allows for Individual Opinion but Focuses on the Overall Perspective Allows for Individual Opinion but Focuses on the Overall Perspective Focuses On Autism, NOT Service or Program Issues Focuses On Autism, NOT Service or Program Issues Reduces Dissenting Opinions at IEP Reduces Dissenting Opinions at IEP

54. The Centralized Evaluation Process The C.E.T. Process must have enough form to focus on the disability of autism and open enough to discover the child The C.E.T. Process must have enough form to focus on the disability of autism and open enough to discover the child

55. Selection of C.E.T. Team At minimum of one experienced support staff on each C.E.T. At minimum of one experienced support staff on each C.E.T. Strength areas are recognized Strength areas are recognized Developmental considerations Developmental considerations Team combinations Team combinations Identify Team, Designate a Team Coordinator Identify Team, Designate a Team Coordinator

56. C.E.T. Steps and Sequence Social Worker schedules home visit: Social Worker schedules home visit: obtain permission for evaluation obtain permission for evaluation biggest concern(s) biggest concern(s) complete social, developmental history complete social, developmental history describe evaluation process describe evaluation process observations of child in home setting including child’s room if possible observations of child in home setting including child’s room if possible ideally all three members participate in home visit, minimally two visit ideally all three members participate in home visit, minimally two visit

57. C.E.T. Steps and Sequence Coordinator contacts team members: Coordinator contacts team members: schedule initial team meeting/interviews with referring team/individuals schedule initial team meeting/interviews with referring team/individuals arrange observation times in various settings beyond home visit arrange observation times in various settings beyond home visit

58. Teacher and Provider Interviews Allow 45 minutes Allow 45 minutes Preferably two evaluation team members Preferably two evaluation team members Guided Interview: Guided Interview: Biggest concern(s) Biggest concern(s) Describe interview process Describe interview process Address each interview question, including academics Address each interview question, including academics Explain rating scale if using one Explain rating scale if using one

59. C.E.T. observations in all relevant settings are completed Transition Observations Transition Observations Home Observations Home Observations Classroom Observations Classroom Observations Unstructured Areas Observation – Recess Unstructured Areas Observation – Recess Interaction with Other Students Interaction with Other Students Observations of Others in Response to the Student Observations of Others in Response to the Student

60. Marci was observed grabbing toys and objects from others and appeared unaware that the other child was using or playing with the object. Marci was observed tickling peers under the chin while giggling, moving from one peer to the next. None of the children appeared to be enjoying this, but Marci did not seem to recognize their displeasure. Marci was observed grabbing toys and objects from others and appeared unaware that the other child was using or playing with the object. Marci was observed tickling peers under the chin while giggling, moving from one peer to the next. None of the children appeared to be enjoying this, but Marci did not seem to recognize their displeasure. Marci was observed pulling at girls’ ponytails and accessories; Marci has not been noted to pull hair other than in pony/pigtails or when there are accessories present. Marci was noted to state, “I want to poke her in the eye” and “I want to kick her” in a very unemotional manner not directed at anyone. Despite her statement, Marci has not attempted to do the things that she says. Marci was observed pulling at girls’ ponytails and accessories; Marci has not been noted to pull hair other than in pony/pigtails or when there are accessories present. Marci was noted to state, “I want to poke her in the eye” and “I want to kick her” in a very unemotional manner not directed at anyone. Despite her statement, Marci has not attempted to do the things that she says.

61. Marci was observed grabbing toys and objects from others, while yelling, “I had it first!” and pushing peers away. Marci was observed tickling peers under the chin while giggling, moving from one peer to the next. None of the children appeared to be enjoying this, but Marci kept saying, “Am I bugging you yet?” and “Isn’t this so funny?” Marci was observed grabbing toys and objects from others, while yelling, “I had it first!” and pushing peers away. Marci was observed tickling peers under the chin while giggling, moving from one peer to the next. None of the children appeared to be enjoying this, but Marci kept saying, “Am I bugging you yet?” and “Isn’t this so funny?” Marci was observed pulling at girls’ ponytails and accessories; she will say, “I don’t like your hair like that-it looks stupid.” Marci was noted to state, “I want to poke her in the eye” and “I want to kick her” while being redirected from an argument with a peer. Marci has previously shoved, kicked and poked this girl when she doesn’t do what Marci wants her to do. Marci was observed pulling at girls’ ponytails and accessories; she will say, “I don’t like your hair like that-it looks stupid.” Marci was noted to state, “I want to poke her in the eye” and “I want to kick her” while being redirected from an argument with a peer. Marci has previously shoved, kicked and poked this girl when she doesn’t do what Marci wants her to do.

63. C.E.T. Decision Making C.E.T. members share all relevant information C.E.T. members share all relevant information Utilize all relevant checklist, characteristics, materials to organize information complete relevant rating scales Utilize all relevant checklist, characteristics, materials to organize information complete relevant rating scales Determine if additional information is needed before completing MET Determine if additional information is needed before completing MET

64. Six C.E.T. Decision Making Errors Six C.E.T. Decision Making Errors

65. Summarizing Each Quadrant

66. Reviewing the MET Criteria

67. Differential eligibility Don’t you think its ___________________? Don’t you think its ___________________? What do we ask? What do we ask? EI CI

68. Criteria; Function / Attribution; Quadrant extras; Preponderance of evidence ASD Qualitative impairments in: Reciprocal social interaction Reciprocal social interaction Communication Communication Restricted Range of Interests / Repetitive Behavior Restricted Range of Interests / Repetitive Behavior EI (a) Inability to build or maintain satisfactory interpersonal relationships within the school environment. (b) Inappropriate types of behavior or feelings under normal circumstances. (c) General pervasive mood of unhappiness or depression. (d) Tendency to develop physical symptoms or fears associated with personal or school problem

69. C.E.T. Steps and Sequence Continued Write C.E.T. report, share report with referring team Write C.E.T. report, share report with referring team Contact parents and share report prior to MET Meeting Contact parents and share report prior to MET Meeting Referring team schedules MET and I.E.P. meeting with parents. At least one C.E.T member must be present at the MET and I.E.P. Referring team schedules MET and I.E.P. meeting with parents. At least one C.E.T member must be present at the MET and I.E.P.

70. CET Report

71. EXAMPLE SOCIAL: Based on survey information and observations, demonstrates a range of nonverbal behaviors such as smiling when happy, frowning when sad, pointing to orient another to something, and looking nervous when he does something wrong. For example, on one occasion during direct observation,. On another occasion, On yet another occasion, These are a just a few examples of the good use of nonverbal behavior uses to communicate in social situations. During direct assessment, was able to describe an event using a full range of facial expressions, body postures, and gestures including pointing, shrugging his shoulders, and nodding. Although reports indicate that struggles with matching facial expressions with mood (e.g. face will be straight when he is actually happy) and using a full range of non-verbal, in school observations and direct assessment, these behaviors were not noted to be qualitatively impaired compared to peers. During direct assessment, was able to describe an event using a full range of facial expressions, body postures, and gestures including pointing, shrugging his shoulders, and nodding. Although reports indicate that struggles with matching facial expressions with mood (e.g. face will be straight when he is actually happy) and using a full range of non-verbal, in school observations and direct assessment, these behaviors were not noted to be qualitatively impaired compared to peers.

72. Organization of C.E.T. Report Use ASD M.E.T. Form to write report Use ASD M.E.T. Form to write report The report must reflect the findings of the C.E.T. The report must reflect the findings of the C.E.T. Integrate the information from all three support staff into one report Integrate the information from all three support staff into one report Details are important – Define characteristics that either support the eligibility of autism or do not support the eligibility of autism Details are important – Define characteristics that either support the eligibility of autism or do not support the eligibility of autism Consistency of MET Form Answers either For or Against the Eligibility of Autism Consistency of MET Form Answers either For or Against the Eligibility of Autism

73. Contact parents and share report prior to MET Meeting Which C.E.T. Member Contacts Parent? Which C.E.T. Member Contacts Parent? The importance of contacting parent prior to the M.E.T. meeting The importance of contacting parent prior to the M.E.T. meeting Role of other team members Role of other team members

74. C.E.T Steps and Sequence Continued C.E.T. determines student eligible for services with an Autism Spectrum Disorder C.E.T. determines student eligible for services with an Autism Spectrum Disorder

75. C.E.T. Steps and Sequence Continued C.E.T. determines student is not eligible for services under Autism Spectrum Disorder C.E.T. determines student is not eligible for services under Autism Spectrum Disorder

76. Remember, different purposes (diagnosis versus special education eligibility and IEP development) Adherence to strong evaluation process, report is defendable Commitment to communication What if there is disagreement? (e.g. one says “yes” and one says “no”)

77. Regardless of outcome, determine what the student’s educational needs are and how they can be met. IEP Programs and Services IEP Programs and Services 504 Plan 504 Plan General Accommodations General Accommodations Tier II Supports Tier II Supports Universal Supports, SW-PBIS Universal Supports, SW-PBIS Counseling, Coaching, Peer Supports Counseling, Coaching, Peer Supports After the CET Process

78.   Overall quality of our CET Process?   Areas we could improve upon?   Follow up tasks? Discussion