Conducting 3 Year Re-Evaluations
For Students with Autism
PURPOSE OF 3 YEAR RE-EVALUATIONS
To determine whether is a student is still eligible for speciallydesigned instruction under the category of autism by:
1) Documenting whether the student still has characteristics
in the four eligibility areas
2) Documenting whether the characteristics still have an
adverse impact on the student’s education
MEDICAL VS EDUCATIONAL
Medical
Educational
Based on set of Criteria – DSM-IV (May
2013 – DSM-V)
Based on State and Federal Laws (IDEA)
Refers to specific disorder: Autistic
Disorder, Asperger’s Disorder, PDD-NOS
Autism is a disability category.
Used in Private or Medical Settings
Used in the public school system.
May be determined by individual or a
team.
Must be determined by a team.
Impairments in Communication, Social, and
Repetitive/Restricted Behaviors
Impairments in Communication, Social,
Repetitive/Restricted Behaviors & Sensory.
The student’s disability must impact
his/her education to be eligible under the
category of ASD.
Oregon Commission - Chart
ASD Eligibility/Diagnosis – Autism
1. There is no medical test for Autism Spectrum Disorder
2. Medical Diagnosis is based on DSM-IV (May 2013 DSM-V)
3. School Districts are required to use the educational criteria listed in OARs
for eligibility under the Special Education Umbrella.
4. Both medical diagnosis and educational eligibility are determined by
specific behavioral characteristics associated with ASD.
Education Eligibility Information – Autism
Oregon School District Requirements
1. Autism Spectrum Disorder includes Autism Disorder and Asperger's:
2. Under Educational Eligibility the team must determine:
a. The student exhibits characteristics of ASD
b. Demonstrate that the characteristics of ASD impact the learning of
the child in the educational setting or on development in EI/ECSE and the child
needs Specially Designed Instruction.
3. Educational Eligibility is determined with a team of professionals including
the parent.
Education Eligibility Evaluation – Autism
Required Eligibility Components
Developmental Profile
•
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders
(i.e. Autism Specialist, School Psychologist)
Observations
•
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders
(i.e. Autism Specialist, School Psychologist, Speech- Language Pathologist, Development Pediatrician***;
Clinical Psychologist***)
Direct Interactions with the Child
•
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders
(i.e. Autism Specialist, School Psychologist, Speech-Language Pathologist, Pediatrician; Clinical
Psychologist)
Communication Assessment
•
Speech and language pathologist licensed by the State Board of Examiners for Speech-Language Pathology
and Audiology or the Teacher Standards and Practices Commission
Medical or Health Assessment Statement
•
(1) a physician licensed by a State Board of Medical Examiners, or (2) a nurse practitioner licensed by a
State Board of Nursing, specially certified as a nurse practitioner, or (3) a physician assistant licensed by a
State Board of Medical Examiners. Both a nurse practitioner and a physician assistant must be practicing
within his or her area of specialty.
Behavior Rating Tool
•
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders
(i.e. Autism Specialist, School Psychologist )
Assessment(s) to Determine Impact of Suspected Disability
•
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders
(i.e. Classroom Teacher, Special Education Teacher, Autism Specialist, School Psychologist, SpeechLanguage Pathologist).
Assessment(s) to Determine Educational Need
•
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders
(i.e. Classroom Teacher, Special Education Teacher, Autism Specialist, School Psychologist, and SpeechLanguage Pathologist).
Unique Learning Characteristics of individuals with ASD
Impairment in Social Interaction, as exhibited by the following:
• marked impairment in the use of multiple nonverbal
behaviors such as eye-to- eye gaze, facial expression, body
postures, and gestures to regulate social interaction
• failure to develop peer relationships appropriate to
developmental level
• a lack of spontaneous seeking to share enjoyment, interests,
or achievements with other people (e.g., by a lack of
showing, bringing, or pointing out objects of interest)
• lack of social or emotional reciprocity delay or abnormal
functioning in symbolic or imaginative play
Technical Assistance Paper
http://www.ode.state.or.us/search/page/?=289
Unique Learning Characteristics of individuals with ASD
Impairments in Communication as exhibited by the following:
• delay in, or total lack of, the development of spoken
language (not accompanied by an attempt to compensate
through alternative modes of communication such as
gesture or mime)
• in individuals with adequate speech, marked impairment in
the ability to initiate or sustain a conversation with others
• stereotyped and repetitive use of language or idiosyncratic
language
• lack of varied, spontaneous make-believe play or social
imitative play appropriate to developmental level
Unique Learning Characteristics of individuals with ASD
Restricted Repetitive and Stereotyped Patterns of behavior,
Interests, and Activities, as exhibited by the following:
• Preoccupation with one or more stereotyped and restricted
patterns of interest that is abnormal either in intensity or focus
• Apparently inflexible adherence to specific, nonfunctional
routines or rituals
• Stereotyped and repetitive motor manners (e.g., hand or finger
flapping or twisting, or complex whole-body movements)
• Persistent preoccupation with parts of objects
Unique Learning Characteristics of individuals with ASD
Unusual Response to Sensory Information (associated features
not necessary for medical diagnosis but required for educational
eligibility) exhibited by the following:
• Responds in an unusual manner to sounds, taste, pain, light,
color, touch, temperature, smells – hypersensitivity (over)
• Responds in an unusual manner to sounds, taste, pain, light,
color, touch, temperature, smells – hyposensitivity (under)
• Seeks activities that provide touch, pressure, movement avoids
activities that provide touch, pressure, movement
Evaluation Planning Meeting
Purpose:
• To review existing information, determine
what new information should be collected and
decide what new assessments/evaluation
activities will be conducted.
• Fill out Prior Notice about Evaluation/Consent
to Evaluate. If parents are in attendance, they
can sign it. Otherwise, it must be sent to
them. Eligibility meeting must occur within
60 days of signed consent.
Required to attend: SPED teacher, SLP, Teacher
Evaluation Planning Meeting - Tips
• Consider inviting all IEP Team Members
including the Autism Consultant. If team
members will not be there, then get written
input from them on how the disability impacts
the student’s education in the four areas.
• Use meeting as an opportunity to conduct file
review and parent/teacher interviews. Can
document using Autism 3 Year Re-evaluation
Planning Meeting Minutes/File Review form
• Review previous 3 year re-eval report(s) –
current enough?
File Review
• During Evaluation Planning Meeting the Team
will review the file and document
characteristics of ASD in all four areas over the
last three years on the 3 Year Re-eval Planning
Meeting/File Review Form
• Can review: Present Levels IEPs, testing
results, other relevant reports/documents
from previous three years
Teacher Interview
Options:
1) ASD Teacher Interview Checklist:
• Forms are listed on LBL ESD ASD Website
• Teachers can fill out and turn in by hand or
submit electronically
• Teachers can fill out before, during, or after
planning meeting (depending on preference
and who is in attendance)
2) Review characteristics from previous 3 year
evaluation report and discuss if traits are still
manifesting in that way
Parent Interview
Options:
1) Parents attend Eval Planning Meeting and give
input about current characteristics (review
traits from previous re-eval report).
2) Contact parents if they were not at the Eval
Planning and ask if there is any new
information regarding characteristics of the
four areas of ASD.
Observations/Direct Interactions
• Must have 3 Documented Observations within
6 months of the Eligibility Meeting
• Note characteristics of ASD in all 4 areas (social,
communication, sensory, behaviors)
• Observations must be on 2 different days across
2 different settings.
• SLP or other Service Providers can do one of
the observations.
Functional Communication
Assessment
• The speech-language pathologist should
develop a profile of the individual’s
communication strengths and challenges. In
order to accomplish this, the SLP must design
and assess situations that will demonstrate an
individual’s attempts to communicate.
Focus of the Assessment
 The assessment should focus on determining how
the individual communicates:
 Verbally (including pragmatic strengths and
weaknesses)
 Nonverbally (the ability to use and comprehend
nonverbal language, including atypical or delayed
nonverbal communicative behaviors)
 Joint attention (the process of sharing one’s
experience of observing an object or event, by
following gaze or pointing gestures)
Focus on Assessment cont.
• Communication Intent and Functionality
• Social Communication Behaviors
The Assessment Should also Identify Critical
Social Behaviors
• Initiating interactions
• Responds to attempts at interaction
• Requests information from a communicative
partner
• Comments on an activity or an event during an
interaction
• Follows routines
• Provides or offers information
• Understands requests or expectations for
performance
Observations Should Occur Across a
Variety of Settings
•
•
•
•
•
•
•
•
With familiar and unfamiliar peers
With familiar and unfamiliar adults
In structured and unstructured situations
In small and large groups
During transitions
During adult and child directed activities
During Preferred and Non preferred activities
During Motor and Language based activities
Examples of Formal Speech/Language
(Knowledge not Performance)
•
•
•
•
•
•
•
CELF-4
EOWPVT
PPVT-4
OWLS
TOLD-4
CASL
CCC-2 Children’s Communication Checklist-2
Possible Informal Assessments
• Assessment of Social Communication Skills for
Children (Quill)
• SCQ- Social Communication Questionnaire
• Conversational Effectiveness Profile (Kowalski)
• Social Cognitive Assessments (Winner)
• Pragmatic Profiles and Checklists
Reports—Write up
• Background Information (i.e., file review, prior
interventions and special ed history)
• Assessment Procedures
• Assessment Results (Formal and Informal)
• Short overall impression
• Recommendations
• If possible, share the FCA with case manager
before the eligibility meeting
ASD Behavior Rating Tools (Complete 1 Tool)
•
•
•
•
•
•
Childhood Autism Rating Scale 2-ST/HF (CARS)
Social Responsiveness Scale-2 (SRS-2)
Krug Asperger’s Disorder Index (KADI)
Gilliam Autism Rating Scale-2 (GARS2)
Gilliam Asperger’s Disorder Scale (GADS)
Social Communication Questionnaire (SCQ)
CARS2-ST
PURPOSE:
Helps to identify children with autism and determine symptom
severity through quantifiable ratings based on direct
observation
AGES: 2 years and up
ADMINISTRATION TIME:
5 to 10 minutes
(after the information needed to make the ratings has been collected)
FORMAT:
Two 15-item rating scales completed by the clinician (each
designed for a different population); and an unscored Parent/
Caregiver Questionnaire
SCORES:
Cutoff scores, standard scores, and percentiles
SRS-2
PURPOSE:
Distinguishes autism spectrum conditions from other
child psychiatric conditions by identifying presence and
extent of autistic social impairment
AGES: 4 to 18 years
ADMINISTRATION TIME:
15 to 20 minutes
FORMAT:
Parent and/or teacher rating scale
NORMS:
Based on a sample of more than 1,600 children and
separated by identity of rater (parent or teacher) and
gender of child rated
KADI
PURPOSE:
The KADI helps clinicians distinguish individuals with
Asperger's disorder from those who have other forms of
high functioning autism.
AGES: 6 through 22 years of age.
ADMINISTRATION TIME:
Parent/Caregiver/Home/School – 15-20 minutes
FORMAT: Rating Scale
NORMS:
The KADI was standardized on a sample of 486
individuals, including 130 previously diagnosed with
Asperger's disorder, 162 previously diagnosed with high
functioning autism, and 194 considered normal. Data were
collected from more than 30 states and 10 countries.
GADS2
PURPOSE:
The GADS is a norm-referenced assessment designed to
evaluate individuals with unique behavior problems who
may have Asperger's Disorder.
AGES: 3 through 22 years of age.
ADMINISTRATION TIME:
Parent/Caregiver/Home/School – 5-10 minutes
FORMAT: Rating Scale
NORMS:
Normed on 371 representative subjects with Asperger's
Disorder, the GADS can also be used to monitor the
effectiveness of special intervention programs, to target
goals for IEPs, and for research purposes.
GARS2
PURPOSE:
This revision of the popular Gilliam Autism Rating Scale is a
norm-referenced instrument that assists teachers, parents,
and clinicians in identifying and diagnosing autism.
AGES: 3 through 22 years of age.
ADMINISTRATION TIME:
Parent/Caregiver/Home/School – 5-10 minutes
FORMAT: Rating Scale
NORMS:
The GARS-2 was normed on a representative sample of 1,107
persons with autism from 48 states within the United States.
Demographic characteristics of the normative sample are
keyed to the 2000 U.S. Census data. The GARS-2 has strong
psychometric characteristics that were confirmed through
studies of the test's reliability and validity.
SCQ
PURPOSE:
Offers a quick, easy, and inexpensive way to
routinely screen for autism spectrum disorders.
AGES: Over 4.0 years, with a mental age over 2.0 years.
ADMINISTRATION TIME:
Less than 10 minutes.
FORMAT:
Parent questionnaire with 40 yes-or-no items.
Current and Lifetime Forms.
SCORES:
Total score with cutoff points.
Assessment: Impact of ASD/Educational Needs
• Assessments to determine the impact of the
disability may include any evaluation, formal
or informal, that addresses strengths,
weaknesses and educational needs.
• With or without new assessments to measure
impact, there needs to be a written impact
statement (written in Evaluation Report):
• Sensory
• Behaviors
• Communication
• Social
Medical Statement
• Recommendation that Medical Statement be
dated within 6 years.
• The Medical Statement is a legal requirement
as part of the eligibility.
• For ASD Purposes we need information on
Section 7
Eligibility Meeting
• Review reports/documentation of evaluation
activities
• Fill out Statement of Eligibility for Special
Education (Autism Spectrum Disorder 82)
Eligibility form:
http://www.ode.state.or.us/search/page/?id=817
ASD 3 Year Re-Eval Report
• Share Report Examples
• Template off the LBL ESD ASD Website
Resources
Technical Assistance Paper
http://www.ode.state.or.us/search/page/?=289
Oregon Commission on Autism Spectrum Disorder
http://www.orcommissionasd.org/images/uploads/OCA
SD_Recommendations_06-2010_Screening.pdf
LBL ESD Website
http://www.lblesd.k12.or.us/prog_serv/cascade_regiona
l/autism_teacher_resources.php