Teaching Students with Autism Spectrum Disorders

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Chapter Seven Assessment and Evaluation Quill, K. (2000). Do- Watch- Listen- Say: Social and Communication Intervention for Children with Autism. Another informal assessment of social and communication skills for children is found in Quill’s book Do-Watch-Listen-Say (2000). The results of the assessment can be used to develop an intervention plan within the education component of the SEP. Evaluation What is the purpose of the evaluation? The purpose of the evaluation is to help determine the student’s strengths and needs for programming purposes, and to monitor progress or changes in the student’s skills. Components of the evaluation may be completed by different members of the team. For example, the resource teacher may complete developmental checklists with the student, the classroom teacher may keep anecdotal notes on the student’s performance in the classroom, and the educational psychologist, resource teacher or guidance counsellor may administer standardized tests as necessary. During the evaluation, the team members will gather information. Parent and teacher reports contain information specific to the student’s performance in the area of concern, about the student’s diagnosis, and/or how the disorder is affecting the student’s development in academic, social skills, or communication. Formal evaluation may take the form of standardized tests or developmental scales. A standardized test allows for specific comparisons to be made between students. The tests have clear administration and scoring criteria with known statistical measurements. Developmental scales use interview and/or observation and usually provide age- or grade-equivalent scores. Developmental scales do not provide standard comparison scores needed to make the judgment of degree of need. Informal evaluations include non-standardized tests and behavioural observation. Non-standardized tests (e.g., criterion referenced tests) compare the student’s level of performance to a predetermined criterion. This form of testing would allow the examiner to look at the student’s academic functioning as it relates to where s/he should be in the curriculum. For students with ASD, the most common informal evaluations are observation, interview, behavioral checklists, and curriculum-based assessments. Once the evaluation has been completed, the team members list strengths and needs based on the information they have gathered. Individuals who work with the student then develop programming for the student 82 Teaching Students with Autism Spectrum Disorders
Assessment and Evaluation Chapter Seven based on the information gathered through the evaluation process. When is the student re-evaluated? Re-evaluation protocol using standardized tests is dependent on the need. Informal evaluation should be on-going by all individuals involved with the student. This information is especially important each year when the student’s SEP is being reviewed. On-going data collection is necessary to evaluate student progress within particular educational programs. When a student has mastered a particular skill within a program, new concepts should then be introduced and mastered concepts reviewed periodically to ensure the child does not lose these skills. Teaching Students with Autism Spectrum Disorders 83
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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
Page 82 and 83: Chapter Six Transition Planning For
Page 84 and 85: Chapter Six Transition Planning The
Page 86 and 87: Chapter Six Transition Planning Gra
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Page 92 and 93: 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
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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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