Educational Evaluation of Student With Autism

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