Assessment and Education planning

We've previously read about and discussed the diagnostic criteria for ASD, which include delays in speech, delays in communication, and stereotypic behavior.  The last half of this video covered many difficulties school-age children may have in educational and social environments- many of which are possibly signs of autism.

They discussed executive functioning, which consists of the ability to self-manage and "anticipate and prepare for events".  A child's inability or difficulty to succeed in this area may be indicative of stereotypic behavior- a sign of autism.  They also talked  about language and communication impairment.  They mentioned the situations in which children should be able to respond to language as well as be able to independently produce language.  These situations included being able to ask for help, or for tangible items.  Also being able to follow another's instructions or answer their questions.  Patricia pointed out that children may have language, but not be able to use it appropriately.  I think this point distinguishes the delay in language vs. the delay in communication.  A child may appear to have a typical verbal repertoire, but we should pay attention to how it's used.  For example, is the child answering teacher's quesitons appropriately?  Are they appropriately requesting things they need?  Or are they just echoing things other people have said? 

Patricia Schroeder, near the end, also talked about behavioral observations in the context taking ABC data (antecedent-behavior-consequence).  She emphasized the importance of paying close attention to the consequential data because that is the strongest evidence for a possible function of behavior.  What I thought was interesting was when she said that she often hears people claim that students often engage in problematic behavior to get attention.  I found it interesting because she seemed to imply that that premise is incorrect.  I've often thought that social attention from teachers or students can be reinforcing in and of itself.  However, Schroder seemed to suggest that the social attention was merely a means to another reinforcer.  I think that is a plausible explanation.  And I think that, assuming she is correct, it is a sign of the importance of teaching functional communication training.