First Steps: Understanding Autism 2 Overview Autism 101 Medical Diagnosis and Educational
Verification Processes School Services IEP overview and Process NE ASD Network 2014 Resources 3
Autism 101 NE ASD Network 2014 4 Definition of Autism Autism is a spectrum disorder Autism is complex Autism is behaviorally defined Symptoms vary in degree of severity NE ASD Network 2014
5 Definition of Autism Autism spectrum disorder is a complex developmental disability that typically appears during the first three years of life and affects a persons ability to communicate and interact with others. Autism Society of America, 2014 NE ASD Network 2014 6
Autism Spectrum Disorder (ASD) A spectrum disorder Variance in characteristics and levels of functioning. Classic Autism NE ASD Network 2014 High Functioning Autism 7 The Bottom Line
Autism is a developmental disability that affects social interaction skills (communication), and restricted interests or patterns of behavior. NE ASD Network 2014 8 Autism Facts 4 to 5 times more males than females More common than Down syndrome, childhood cancer or Fragile X syndrome. Fastest-growing developmental disability
A condition that can co-occur with other conditions, for example ADHD, OCD, Depression, etc. NE ASD Network 2014 9 Autism Facts A lifelong complex developmental disability. Knows no racial or socioeconomic differences A developmental disability that can be improved and intervened upon,
but not cured. NE ASD Network 2014 Autism Myths Autism is NOT a mental illness unruly kids who choose not to behave caused by poor parenting always associated with mental impairment always associated with behavioral challenges diagnosed by a single medical test or a brief observation or a phone call
NE ASD Network 2014 10 11 Prevalence of ASD is estimated at
1 in 68 births 1 in 42 boys CDC, 2014 NE ASD Network 2014 1% of children 12 ages 3-17 in the U.S. have an autism spectrum disorder
NE ASD Network 2014 CDC, 2014 13 ASD is the fastestgrowing serious developmental disability Prevalence of autism in U.S. children increased by 119.4 % from 2000 (1 in 150) to 2010 (1 in 68). CDC, 2014 NE ASD Network 2014
Theories Not Validated by Research 14 Currently, there is no empirical data linking: Autism to MMR vaccinations A childs risk for developing an autism spectrum disorder (ASD) is not increased by receiving too many vaccines too soon, according to a new study published in the Journal of Pediatrics. (March 2013) Autism and mercury poisoning
Improvements for children with autism with secretin, and other non evidence based practices NE ASD Network 2014 15 What do we know about the causes and risk factors for ASDs? Most scientists in the field of ASDs believe that there is no single cause. Research has shown that: Both genetic and non-genetic factors play a role in whether or not a person will have an ASD. Children who have a sibling or parent with an ASD are at a higher risk of having an ASD.
Children born to older parents also are at a higher risk of having an ASD. NE ASD Network 2014 What do we know about the causes and risk factors for ASDs? 16 ASDs tend to occur more often among people who have certain genetic or chromosomal conditions. About 10% of children with ASDs also have been identified as having Down syndrome, fragile X syndrome, tuberous sclerosis, or other genetic and
chromosomal disorders. When taken during pregnancy, some prescription drugs have been linked with a higher risk of ASDs. A small % of children who are born prematurely or with low birth-weight are at a greater risk for having ASDs. NE ASD Network 2014 Centers for Disease Control and Prevention. Prevalence of autism spectrum disordersAutism and Developmental Disabilities Monitoring Network, United States, 2012 10 Things We Know About ASD (That we didnt know a couple of years ago)
NE ASD Network 2014 17 18 10 Things We Now Know About ASD 1. High-quality early intervention for autism spectrum disorder (ASD) can do more than improve behaviors, it can improve brain function. 2. Being nonverbal at age 4 does NOT mean children with autism will never speak. Research shows that most will, in fact, learn to use words, and
nearly half will learn to speak fluently. 3. Though autism tends to be life long, some children with ASD make so much progress that they no longer meet the diagnostic criteria for autism. High quality early-intervention may be key. NE ASD Network 2014 4. Many younger siblings of children with ASD 19 have developmental delays and symptoms that fall short of an autism verification/diagnosis but still warrant early intervention.
5. Research confirms what parents have been saying about wandering and bolting by children with autism: It's common, it's scary, and it doesn't result from careless parenting. 6. Prenatal folic acid, taken in the weeks before and after a woman becomes pregnant, may reduce the risk of autism. 7. One of the best ways to promote social skills in grade-schoolers with autism is to teach their classmates how to befriend a person with developmental NE disabilities. ASD Network 2014 20
8. Researchers can detect pre-symptom marker of autism as early as 6 months -- a discovery that may lead to earlier intervention to improve outcomes. 9. The first medicines for treating autism's core symptoms are showing promise in early clinical trials. 10. Investors and product developers respond to a call to develop products and services to address the unmet needs of the autism community. Geraldine Dawson, Chief Science Officer, 4/02/2013
NE ASD Network 2014 Autism Speaks Medical Diagnosis and Educational Verification 21 (determining eligibility for special education services) medical diagnosis and educational verification are separate processes.
A medical diagnosis is determined via the Diagnostic & Statistical Manual 5 (DSM 5) Educational verification is the process conducted by a school district to determine if a student has a disability that affects their education, and to plan appropriate educational services. The verification will reflect assessments completed by a multidisciplinary team (MDT). NE ASD Network 2014 Medical Diagnosis and Educational Verification 22
(determining eligibility for special education services) State eligibility requirements dictate how a public school student is made eligible for services. Some states require an education verification of autism (ASD) for a student to receive special education services Some state require a medical diagnosis of an ASD **In both cases the school works with families as a team to determine eligibility and services available under IDEA. NE ASD Network 2014
Educational Identification 23 Under the Individuals with Disabilities Education Act (IDEA), all children with disabilities have a right to a free and appropriate education. The local school district is responsible for locating, identifying, and evaluating all children who may be eligible for special education services from 0 to 22 years of age. This process is called Child Find.
NE ASD Network 2014 24 What Is an IEP? When a child is determined to be eligible for special education services, an Individualized Education Program (IEP) is written. The IEP is a written document listing, among other things, the special educational services that the child will receive. The IEP is developed by a team that includes the childs parents and school staff. Taken from: The Center for Parent Information and Resources ,Office
of Special Education Programs (OSEP) at the U.S. Department of Education. NE ASD Network 2 25 What is the Purpose of the IEP? The IEP has two general purposes: 1. to set reasonable learning goals for a child, and 2. to state the services that the school district will provide for the child.
NE ASD Network 2014 26 Who Develops the IEP? The IEP is developed by a team of individuals that includes key school staff and the childs parents. The team meets, reviews the assessment information available about the child, and designs an educational program to address the childs educational needs that result from his or her disability.
NE ASD Network 2014 The IEP Team (Short and Sweet) 27 IDEA (at 300.321) describes the IEP team as including the following members: the parents of the child; not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
not less than one special education teacher of the child, or where appropriate, not less then one special education provider of the child; NE ASD Network 2014 The IEP Team (Short and Sweet) 28 a representative of the public agency who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the general education
curriculum; and is knowledgeable about the availability of resources of the public agency; an individual who can interpret the instructional implications of evaluation results; other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate (invited at the discretion of the parent or the agency); and the child with a disability (when appropriate). NE ASD Network 2014 When is the IEP Developed?
An IEP meeting must be held within 30 calendar days after it is determined, through a full and individual evaluation, that a child has one of the disabilities listed in IDEA and needs special education and related services. A childs IEP must also be reviewed at least annually thereafter to determine whether the annual goals are being achieved and must be revised as appropriate. NE ASD Network 2014 29
30 Whats in an IEP? Each childs IEP must contain specific information, as listed within IDEA, our nations special education law. This includes (but is not limited to): the childs present levels of academic achievement and functional performance, describing how the child is currently doing in school and how the childs disability affects his or her involvement and progress in the general curriculum annual goals for the child, meaning what parents and the school team think he or she can reasonably accomplish in a year
NE ASD Network 2014 31 Whats in an IEP? the special education and related services to be provided to the child, including supplementary aids and services (such as a communication device) and changes to the program or supports for school personnel how much of the school day the child will be educated separately from nondisabled children or not participate in extracurricular or other nonacademic activities such as lunch or clubs how (and if) the child is to participate in state and district-wide assessments, including what modifications to tests the child needs
when services and modifications will begin, how often they will be provided, where they will be provided, and how long they will last how school personnel will measure the childs progress toward the annual goals. NE ASD Network 2014 32 School Resources This is a great time to discuss resources that your school has available. NE ASD Network 2014
A few GREAT ASD resources 34 ASD Resources Autism Speaks Toolkits 100 days Kit Advocacy Kit HFA Kit Behavioral Health Kit Dental Professionals Kit Challenging Behaviors Kit
Transition Kit School/Community Professionals Kit Employment Kit Family Supports Kit Guide to Medication, Constipation, Feeding, PICA, Toilet training, sleep, vision exams, ABA And the list goes on go to: www.autismspeaks.org/family-services/toolkits NE ASD Network 2014 State ASD Website www.cde.state.co.us/cdesped/sd-autism www.KansasASD.com
www.unl.edu/asdnetwork Resources on Evidence Based Practices in ASD NE ASD Network 2014 36 Where do we get information about evidence-based approaches? National Research Council Report http://www.nap.edu/openbook.php?isbn=0309072697
National Autism Center National Standards Project http://www.nationalautismcenter.org) National Professional Development Center on ASD (NPDC) http://autismpdc.fpg.unc.edu/ Ohio Center on Autism and Low Incidence (OCALI) AIM website ( http://www.autisminternetmodules.org) 38 Currently, the Center has identified 27evidencebased practices. Please note that every identified practice is not necessarily appropriate for every
learner. Practices are most effective when carefully matched to a learners specific needs and characteristics. http://autismpdc.fpg.unc.edu/content/briefs EVIDENCE-BASED PRACTICES FOR CHILDREN AND YOUTH WITH ASD Antecedent-Based Interventions Computer-Aided Instruction Differential Reinforcement Discrete Trial Training Extinction Functional Behavior Assessment
Functional Communication Training Naturalistic Intervention Parent-Implemented Interventions 39 40 Peer-Mediated Instruction and Intervention Picture Exchange Communication System Pivotal Response Training Prompting Reinforcement Response
Interruption/Redirection Self-Management Social Narratives Social Skills Groups Speech Generating Devices/ VOCA Structured Work Systems Task Analysis Time Delay Video Modeling Visual Supports The Autism Internet Modules were developed to make
comprehensive, up-to-date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD). http://www.autisminternetmodules.org/ 8/10/14 http://www.autisminternetmodules.org/ NE ASD Network 2013 Questions
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