Teaching Students with Autism Spectrum Disorders

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Step 2 Guidelines for Referral Procedures: Student-Centered Consultation • Consent - Informed parental consent is required for any psychological assessment or direct intervention such as counselling. All consultations at this level require informed parental consent. • Referral procedures - may differ by district, depending on resources and regional practice, but referrals: < Must follow a consultation with the school psychologist, either directly, or at a school-based team meeting or case conference < Do require a written referral • Intervention type - The decision to do a psychological assessment (behaviour or learning) or to engage in direct intervention (counselling) rests with the school psychologist. • Reporting procedures - Schools have a right to the psychological assessment report. Parents have a right to the psychological assessment report. Initial sharing and interpretation of the report should be in the presence of the school psychologist. < Psychological assessment reports should be housed in the resource file at the school and in the Student Services file at District office, with a notation on the cumulative record indicating that such a report exists. < Reports should contain a preamble which explains that the results of the assessment are valid for a period of two years and after that timeframe should be viewed only as historical information. < District office copies of psychological assessment reports should be kept in perpetuity. 141
Step 2 - A: *** Note: A psychological report will be written for any student-centered consultation, intervention, or assessment. Guidelines for Referral Procedures: Student-centered Behavioural Consultation In the process of the Teacher-centered Instructional Consultation, the school psychologist may determine that the focus of the intervention needs to be on an individual student. The purpose of this level of school psychology consultation is to look at an individual student’s behaviour in depth in order to formulate a more specific/individualized program for that child in the classroom. Within this process, the psychologist may determine a diagnostic hypothesis as to what type of behavioural, emotional or development disorder appears to be explain the behaviour, and, as a result, may advise and/or facilitate support from community groups (such as a parenting courses or local associations dedicated to assisting parents with the special needs of their child) or assist with a referral to an appropriate community agency (such as Mental Health, Family and Community Services, Physicians, Psychiatrists, etc.). Activities the psychologist may choose to complete at this level might include participation in or coordination of: • Behavioural observations • Functional behavioural assessments • Clinical interviews • Behavioural checklists • File review • Self-report checklists • Projective Testing Note: If at any point, parental permission for intervention is rescinded, the psychologist will engage only in school-based consultation (Step 1). 142
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TEACHING STUDENTS WITH AUTISM SPECT
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Table of Contents Acknowledgments .
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Table of Contents (cont’d) Append
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ii Teaching Students with Autism Sp
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Introduction The final section of t
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Chapter One What Is Autism? Bryson,
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Chapter One What Is Autism? Reprint
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Chapter One What Is Autism? The DSM
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Chapter One What Is Autism? Childho
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Chapter Two Characteristics Associa
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Chapter Three Teaching Students wit
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Chapter Four Managing Challenging B
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Chapter Five Students with Asperger
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Chapter Six Transition Planning For
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Chapter Six Transition Planning The
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Chapter Six Transition Planning Gra
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Chapter Six Transition Planning In
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Chapter Seven Assessment and Evalua
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Chapter Eight Planning Support for
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Page 100 and 101: Chapter Eight Planning Support for
Page 108 and 109: Appendices These appendices contain
Page 110 and 111: Appendix B Hierarchy of Prompts Pro
Page 112 and 113: Appendix D Name:___________________
Page 114 and 115: Appendix E Home-School Communicatio
Page 116 and 117: Appendix F Communication Dictionary
Page 118 and 119: Appendix H The Components of a Beha
Page 120 and 121: Appendix I Tips for Teaching High F
Page 122 and 123: Appendix I 13. If that doesn’t wo
Page 124 and 125: Appendix K Integrating Student’s
Page 126 and 127: Resources Consultative and Support
Page 128 and 129: Resources Print Resources The follo
Page 130 and 131: Resources Do-watch-listen-say: Soci
Page 132 and 133: Targeting autism: What we know, don
Page 134 and 135: Resources Assessment Tools Assessme
Page 136 and 137: References This section includes so
Page 138 and 139: References Durand, V.M., & Crimmins
Page 140 and 141: References Hodgdon, L. (1991). Solv
Page 142 and 143: References McGinnis, E., & Goldstei
Page 144 and 145: References Rourke, B.P. (1989). Non
Page 147 and 148: 138 Education Guidelines for Referr
Page 149: Step 1: Guidelines for Referral Pro
Page 153 and 154: Referral for Consultation School Ps
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