| All students in special education are required by law | | | | complete. Screaming and biting were behaviors his |
| to have a complete evaluation every three years to | | | | parents and teacher were concerned about. The |
| determine eligibility for special education services. The | | | | classroom teacher was responsible for collecting data |
| following case study is about a student named | | | | on the behaviors. The psychologist and the teacher |
| "Adam". Adam is seven years old and has autism. He | | | | created a data collection form. The teacher recorded |
| is in a Special Day Class setting in a public school. The | | | | the occurrence of the undesired behaviors. The |
| case study includes details of Adam's three-year | | | | information from the parents, psychologist |
| educational evaluation. The student in this case study | | | | observations and teacher were compiled by the |
| has autism. His name is Adam. Adam is seven years | | | | psychologist and the report was written. The |
| old. He is in a Special Day Class for Severely | | | | occupational therapist observed Adam, assessed him |
| Handicapped students. Adam's 3-year evaluation | | | | and wrote a report. The school nurse tested Adam |
| needed to be completed to determine eligibility for his | | | | with a special device. She was able to determine that |
| special education services. Adam has an advocate | | | | his hearing appeared to be normal. Adam's parents |
| and parents who are intensely involved with his | | | | reported no problems with his vision and hearing. The |
| education. When the assessment plan was presented | | | | speech therapist, who worked with him over the |
| to the parents, they requested additional | | | | past year, also assessed him. Other tests that can be |
| assessments including a functional analysis, | | | | used to diagnose and assess students with autism |
| occupational therapy and an assistive technology | | | | are the Autism Behavior Checklist (ABC), Autism |
| assessment. A copy of the signed assessment plan | | | | Diagnostic Interview-Revised (ADI-R), Childhood |
| was given to the appropriate specialists: psychologist, | | | | Autism Rating Scale (CARS) and Pre-Linguistic Autism |
| occupational therapist, speech therapist, speech | | | | Diagnostic Observation Schedule (PL-ADOS). These |
| therapist, nurse and special education teacher. The | | | | tests are individual autism assessment instruments |
| school psychologist observed Adam on several | | | | that have been specifically designed to assess |
| occasions before administering the psycho-educational | | | | children with autism. Furthermore, these tests rely on |
| profile revised (PEP-R). The PEP-R covers a variety | | | | either historical information about the child's behavior |
| of developmental areas. The test items are | | | | (usually provided by a parent), direct observation of |
| presented with simple, concrete instructions and | | | | the child by a professional or a combination of these |
| most of the expected responses are nonverbal. The | | | | methods. Adam's assessment for his 3-year |
| PEP-R provides information on developmental | | | | evaluation was extensive and comprehensive. This |
| functioning in imitation, perception, fine motor, gross | | | | assessment gave the team information on Adam's |
| motor, eye-hand integration, cognitive performance | | | | development, behavior, communication, health, |
| and cognitive verbal areas. The PEP-R consists of a | | | | coordination and cognitive levels. With this |
| set of toys and learning materials that were | | | | information, the Individualized Education Plan (IEP) |
| presented to Adam within structured play activities. | | | | team determined that his placement was appropriate. |
| The psychologist recorded Adam's responses to the | | | | Occupational Therapy (OT) services were |
| test. His scores were then distributed among seven | | | | recommended. The occupational therapist wrote |
| developmental and four behavioral areas. The | | | | several goals and will provide services for Adam. The |
| resulting profile revealed Adam's strengths and | | | | functional analysis concluded that Adam's undesired |
| weaknesses in the different areas of development | | | | behaviors occurred during transitions. The assistive |
| and behavior. Adam's portfolio was used as an | | | | technology assessment revealed that Adam excelled |
| assessment tool. Included in his portfolio were work | | | | in this area. No recommendations were needed. |
| samples, progress reports, behavior reports, notes | | | | Although Adam's assessment was extensive and |
| from parents and daily reports. The teacher sent | | | | required hard work for the IEP team, valuable |
| home daily reports that included performance, | | | | information was provided that assisted the team in |
| compliance and prompt levels on Adam's tasks and | | | | making recommendations for Adam's education. The |
| goals/benchmarks. His parents signed and returned | | | | assessment also revealed that Adam was making |
| the daily reports and became part of his portfolio. | | | | great progress in his special day class setting. |
| The daily reports were used to assist in the | | | | Theresa McFarland, M.A. has over 20 years of |
| assessment of Adam. The school psychologist also | | | | experience providing services to children and adults |
| conducted the functional analysis to determine why | | | | who have disabilities including autism. For up to date |
| Adam was exhibiting disruptive behaviors. | | | | news on topics related to autism, please visit: "Your |
| Questionnaires were sent home for the parents to | | | | Online Magazine for Autism Related Issues! |