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