Teaching Students with Autism Spectrum Disorders

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SCHOOL DISTRICT _____________________________ SCHOOL: _________________________________ DATE: ______________ Dear Parent/Guardian: The attached form (Parent/Guardian Consent) is being sent to you to obtain permission for your child to receive consultative, intervention or assessment services from School Psychological Services. The areas checked below indicate the specific services being requested. Through information received in consultation with your child’s school, it is felt that these interventions would be helpful in planning an appropriate educational program for your child. The specific reason the school is requesting this support service is stated below: Student-Centered Behavioural Consultation: G May include behavioural observation, behaviour checklists, functional behaviour assessments, clinical interviews, file review, self-report checklists, projective testing Student-Centered Intervention: G Individual counselling focusing on________________________________________ G Group counselling focusing on__________________________________________ G Other____________________________________________________ Psycho-Educational Assessment: G Psycho-educational assessment of intelligence, development, perceptual processing, learning strengths and weaknesses. As a parent you have the right to be informed of the results of any psychological assessment, consultation or intervention. Parents have a right to receive copies of any psychological reports. Following any student-centered consultation or assessment, you will be invited to a case conference where the results will be discussed. Other parties at this case conference may include the principal, teachers, teacher assistants and other professionals, depending on who is working with your child. If you wish to discuss the matter of the consent form or the assessment, please call your school principal. Any reports of individual consultations, interventions or assessments are kept on file at the School District Office and in a file at the school. These reports may only be accessed by school personnel working with the student and will not be released to any agency or person outside of the school district without the parent’s written permission. Principal: ____________________________ Telephone: ________________________ School Psychological Services Telephone: ______________________________________ 145
SCHOOL DISTRICT _____________ PARENTAL/GUARDIAN CONSENT School Psychological Assessment/Intervention I __________________________________________________________________ (Parent/Guardian) do hereby freely authorize School District _____ Psychological Services to provide the services checked above to my child _______________________________________ (Name of Child) Parental permission for a student-centered behaviour consultation, intervention or psycho-educational assessment is valid for one year from the date of signature. I understand that I have a right to cancel my consent at any time. DATE: ____________________________ SIGNED: _________________________ Parent/Guardian 146
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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 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 and 150: Step 1: Guidelines for Referral Pro
Page 151 and 152: Step 2 - A: *** Note: A psychologic
Page 153: Referral for Consultation School Ps
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Teaching Students with Autism Spectrum Disorders

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