Teaching Students with Autism Spectrum Disorders

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Chapter Six Transition Planning In general, the school program can prepare the student for transition by: • providing a variety of work experiences to help the individual determine preferences • encouraging participation in extracurricular activities and social events • encouraging volunteer work • helping develop a resume • training in social skills for the job place • teaching appropriate dress and hygiene • providing on-the-job preparation, once preferences have been established • training in the use of the public transportation • training in self-management • teaching functional academics, such as banking, time, cooking, etc., appropriate to the ability level of the student 80 Teaching Students with Autism Spectrum Disorders
Chapter Seven Assessment and Evaluation A list of assessment tools for diagnosis and programming is included in the Resources section of this document. Assessment refers to the act of collecting data. The term should not be confused with evaluation which refers to the systematic process of not only collecting but also analyzing and interpreting data. This chapter focuses on the assessment and evaluation for programming purposes of individuals with a diagnosed ASD. Assessment The Student Services team considers the student’s overall social, academic, adaptive and communication strengths and needs by using both informal and formal assessment tools. Informal assessment tools, such as checklists and observation, consider the student’s strengths and needs within the demands of the everyday environment. The formal assessment tools consider how the student compares with typically developing peers in the general population on skills related to language, academics, intellectual ability, memory, etc. The assessment should address the concerns of the academic and non-academic environments. What are the assessment tools used to assess the student with ASD? A combination of formal and informal assessment tools may be used to assess the student with ASD, depending on the purpose of assessment. For example, if the purpose is to determine programming needs for academic functioning, the assessments might include formal (e.g., intellectual, achievement, memory, language) as well as informal tools (e.g., curriculum based, observation, review of file). If the purpose is to determine programming needs for social functioning, the assessments might include primarily informal tools such as observation and checklists. Formal tests have specific criteria, which are usually stated in the manual, regarding the administration and the administrator’s qualifications. There are at least three assessment tools which are commonly used to assist in program development for individuals with ASD. The Psycho-Educational Profile Revised (PEP-R), the Adult and Adolescent Psycho-Educational Profile , and the Assessment of Basic Language and Learning Skills (the ABLLS) are used to assess adaptive behaviors of individuals with severe impairments to assist in program development. The references for these three tools are in the Resource section of this document. Teaching Students with Autism Spectrum Disorders 81
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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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Page 62 and 63: Chapter Four Managing Challenging B
Page 76 and 77: Chapter Five Students with Asperger
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Page 90 and 91: Chapter Seven Assessment and Evalua
Page 92 and 93: Chapter Eight Planning Support for
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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
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Page 132 and 133: Targeting autism: What we know, don
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References Durand, V.M., & Crimmins
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References Hodgdon, L. (1991). Solv
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References McGinnis, E., & Goldstei
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References Rourke, B.P. (1989). Non
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138 Education Guidelines for Referr
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Step 1: Guidelines for Referral Pro
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Step 2 - A: *** Note: A psychologic
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Referral for Consultation School Ps
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SCHOOL DISTRICT _____________ PAREN
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Teaching Students with Autism Spectrum Disorders

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