| All students in special education are required by law | | | | analysis to determine why Adam was exhibiting |
| to have a complete evaluation every three years to | | | | disruptive behaviors. Questionnaires were sent home |
| determine eligibility for special education services. The | | | | for the parents to complete. Screaming and biting |
| following case study is about a student named | | | | were behaviors his parents and teacher were |
| "Adam". Adam is seven years old and has autism. He | | | | concerned about. The classroom teacher was |
| is in a Special Day Class setting in a public school. The | | | | responsible for collecting data on the behaviors. The |
| case study includes details of Adam's three-year | | | | psychologist and the teacher created a data |
| educational evaluation. | | | | collection form. The teacher recorded the occurrence |
| The student in this case study has autism. His name | | | | of the undesired behaviors. The information from the |
| is Adam. Adam is seven years old. He is in a Special | | | | parents, psychologist observations and teacher were |
| Day Class for Severely Handicapped students. Adam's | | | | compiled by the psychologist and the report was |
| 3-year evaluation needed to be completed to | | | | written. |
| determine eligibility for his special education services. | | | | The occupational therapist observed Adam, assessed |
| Adam has an advocate and parents who are | | | | him and wrote a report. The school nurse tested |
| intensely involved with his education. When the | | | | Adam with a special device. She was able to |
| assessment plan was presented to the parents, they | | | | determine that his hearing appeared to be normal. |
| requested additional assessments including a functional | | | | Adam's parents reported no problems with his vision |
| analysis, occupational therapy and an assistive | | | | and hearing. The speech therapist, who worked with |
| technology assessment. A copy of the signed | | | | him over the past year, also assessed him. |
| assessment plan was given to the appropriate | | | | Other tests that can be used to diagnose and assess |
| specialists: psychologist, occupational therapist, speech | | | | students with autism are the Autism Behavior |
| therapist, speech therapist, nurse and special | | | | Checklist (ABC), Autism Diagnostic Interview-Revised |
| education teacher. | | | | (ADI-R), Childhood Autism Rating Scale (CARS) and |
| The school psychologist observed Adam on several | | | | Pre-Linguistic Autism Diagnostic Observation Schedule |
| occasions before administering the psycho-educational | | | | (PL-ADOS). These tests are individual autism |
| profile revised (PEP-R). The PEP-R covers a variety | | | | assessment instruments that have been specifically |
| of developmental areas. The test items are | | | | designed to assess children with autism. Furthermore, |
| presented with simple, concrete instructions and | | | | these tests rely on either historical information about |
| most of the expected responses are nonverbal. The | | | | the child's behavior (usually provided by a parent), |
| PEP-R provides information on developmental | | | | direct observation of the child by a professional or a |
| functioning in imitation, perception, fine motor, gross | | | | combination of these methods. |
| motor, eye-hand integration, cognitive performance | | | | Adam's assessment for his 3-year evaluation was |
| and cognitive verbal areas. The PEP-R consists of a | | | | extensive and comprehensive. This assessment gave |
| set of toys and learning materials that were | | | | the team information on Adam's development, |
| presented to Adam within structured play activities. | | | | behavior, communication, health, coordination and |
| The psychologist recorded Adam's responses to the | | | | cognitive levels. With this information, the |
| test. His scores were then distributed among seven | | | | Individualized Education Plan (IEP) team determined |
| developmental and four behavioral areas. The | | | | that his placement was appropriate. Occupational |
| resulting profile revealed Adam's strengths and | | | | Therapy (OT) services were recommended. The |
| weaknesses in the different areas of development | | | | occupational therapist wrote several goals and will |
| and behavior. | | | | provide services for Adam. The functional analysis |
| Adam's portfolio was used as an assessment tool. | | | | concluded that Adam's undesired behaviors occurred |
| Included in his portfolio were work samples, progress | | | | during transitions. The assistive technology |
| reports, behavior reports, notes from parents and | | | | assessment revealed that Adam excelled in this area. |
| daily reports. The teacher sent home daily reports | | | | No recommendations were needed. Although Adam's |
| that included performance, compliance and prompt | | | | assessment was extensive and required hard work |
| levels on Adam's tasks and goals/benchmarks. His | | | | for the IEP team, valuable information was provided |
| parents signed and returned the daily reports and | | | | that assisted the team in making recommendations |
| became part of his portfolio. The daily reports were | | | | for Adam's education. The assessment also revealed |
| used to assist in the assessment of Adam. | | | | that Adam was making great progress in his special |
| The school psychologist also conducted the functional | | | | day class setting. |