The presenters from the M.I.N.D. Institute discussed
multiple ways to address the common limitations of assessing for Autism.
·
Using data and information from various sources
to create a well-rounded report of the child and their behaviors. Sources used
for assessments include: parent/teacher interviews and ratings, direct
observation, work samples, etc.
·
Using multiple measurement tools: rating scale,
data collection and direct observation across observers and environment.
·
Be sure to address any limitations to the
measurement tools or their results in the report
The presenters also discussed the importance of particular
measurement tool used during assessments.
·
Naturalistic (direct) observation – can be used
to identify Autistic “like” behavior based off of educational descriptions.
Identifying the behaviors can help team members recognize and agree on what
particular behaviors look like.
·
Executive function is an assessment and intervention
tool used for a wide range of neuro- developmental disorders, including high
functioning Autism.
-
this assessment tool assists with assessing
children on the spectrum areas such as planning and organization, waiting and
preparing for future events, creating goals and objectives as well as
identifying specific steps and strategies to achieve goals.
-
It also helps answer questions like, “what
impacts this student’s ability to learn and grow in the class room?”
Another important area to assess is adaptive behaviors. This
includes self-help skills (putting on clothes and shoes, eating), ADLs
(brushing teeth, washing hands) and behavior outside in the community. The
presenter discussed some concerns that many parents express about bringing
their children out into the community. Some stated that they do not go out to
eat as a family because their child has a difficult time or that their child
has never been to a birthday party. Assessing
adaptive behaviors can help address how much support a student needs to
accomplish various tasks inside and outside of the home.
Other areas that are important to assess according to the
presenters include:
·
Sensory-motor – OTs are qualified to provide
assessments in this area
-
Sensory-motor skills can have an effect on a student’s
ability to be successful in the classroom.
-
This area addresses things such as penmanship
and the ability to control the body and movements.
·
Communication/language – the student’s ability
to make request and express needs and wants, use functional communication
appropriately and responding to instructions.
The presenters also discussed the importance of viewing work
samples (class room work and assignments completed by the student). Work
samples can give a clearer picture of the student’s ability to complete
assignments appropriately, quality of work as well as comparisons to typical
classmates.
Data and information collected during assessments should
assist the team in designing goals and objectives that meet the individual
educational needs of the student. The team should also be aware of:
· - The students ability to learn with a group vs.
alone
· -Ecological supports and accommodations
· -Instructional accommodations (visual supports)
· -Types of interventions needed
· -Reinforcers
· -Will the student need more supervision? When?
· -Parent involvement is crucial
The information presented in this video coincides with our
readings as well as the video we watched last week. All 3 medias discuss the importance
of forming teams during assessments, using various methods of measurement
across observers and settings, as well as the importance of family involvement.
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