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Autism Assessment Toolkit

About this Series

This course is designed to help evaluation teams conduct best practices assessment of autism. It includes information on legal requirements, myths and realities, eligibility, formal and information assessment and more.

Participants will be able to:

  • discuss the assessment process from identifying concerns through writing goals and objectives
  • discuss the importance of providing assessments by a knowledgeable and experienced team

Register for the Full Series

  • 10 courses
  • Approx. 11 hours to complete
  • 11 CE credits

Courses

Autism Assessment in the Schools and the Law

Assessment/Getting to know the student

Part 1 of a series designed to help evaluation teams conduct best practices assessment of autism, this course provides information on the federal and state mandated rules for special education evaluation.

Participants will be able to discuss:

  • the primary characteristics of federally mandated rules for special education evaluation
  • the definition of autism according to the law
  • FAPE, IDEA, ChildFind and other related federal laws
  • who is responsible for evaluations in public schools

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Myths and Realities of Autism Awareness

Assessment/Getting to know the student

Part 2 of a series designed to help evaluation teams conduct best practices assessment of autism, this course addresses the myths and misconceptions that surround eligibility issues for assessment and services for students with autism.

Participants will be able to discuss:

  • the range of students who are eligible for assessment and services
  • current statistics of diagnoses for autism
  • the myths and realities of behavioral and social characteristics in students with autism.

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The Two Tiers of Eligibility

Assessment/Getting to know the student

Part 3 of a series designed to help evaluation teams conduct best practices assessment of autism, this course examines the two tiers of eligibility, disability and adverse effect, required for special education services for students with autism in Texas.

Participants will be able to discuss:

  • how students who are diagnosed with autism are eligible for special education services
  • many of the symptoms of autism
  • the “Levels” of autism, how they are defined, and what services should be offered

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Formal and Informal Assessment of ASD

Assessment/Getting to know the student

Part 4 of a series. This course examines the importance of the evaluation team; information to be gathered from interviews with the student, parents, and teachers; and formal and informal assessments.

Participants will be able to discuss:

  • the importance of the evaluation team vs. the tests and instruments used for assessment
  • various formal and informal instruments
  • information that should be gathered during interviews with students, parents, and educators

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Working as a Transdisciplinary Team

Assessment/Getting to know the student

Part 5 of a series. This course examines the rationale, both legal and practical, for using transdisciplinary assessment with student with autism.

Participants will be able to discuss:

  • the importance of having trained and knowledgeable personnel
  • the essential requirements of a transdisciplinary assessment
  • the benefits to the student of an IEP drafted by a transdisciplinary team

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Report Writing

Assessment/Getting to know the student

Part 6 of a series designed to help evaluation teams conduct best practices assessment of autism, this course examines the team process and workflow of writing a clear, concise, comprehensive report.

Participants will be able to discuss:

  • the components of an evaluation
  • the core challenges of report writing: addressing who the student is and what are his/her needs
  • the team process and workflow of report writing

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Developing Effective Recommendations

Assessment/Getting to know the student

Part 7 of a series. This course discusses the assessment process from evaluation to intervention, specifically the need to provide team written recommendations which lead to observable, measurable goals included in the student’s IEP.

Participants will be able to discuss:

  • the journey from evaluation to intervention, including developing concerns, recommendations, and goals
  • strategies and supports that help students move toward a long-term goals for further education, employment and independent living
  • the benefits of team written recommendations.

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Differential Diagnosis and Identification of ASD

Assessment/Getting to know the student

Part 8 of a series. This course discusses the process of differentiating autism from other disorders with similar characteristics and the effects and consequences of delayed identification.

Participants will be able to discuss:

  • the effects and consequences of delayed identification
  • the procedures and skills necessary for transdisciplinary assessment
  • the pitfalls of diagnosis due to behavioral assumptions and lack of training and expertise
  • the decision-making process for differential diagnosis of autism

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Identifying Females with ASD

Assessment/Getting to know the student

Part 9 of a series. This course discusses the specific challenges of identifying females with autism.

Participants will be able to discuss:

  • the gender gap in the identification of autism between boys and girls and its implications
  • how females may “mask” or “camouflage their behavior
  • strategies and solutions for identifying females with autism

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The Challenges of Identifying High Functioning Individuals with ASD

Assessment/Getting to know the student

Part 10 of a series. This course discusses the specific challenges of identifying high functioning individuals with autism.

Participants will be able to discuss:

  • the implications of failing to consider educational factors beyond traditional academics for high functioning individuals with autism
  • misconceptions and examples of “unintentional neglect”
  • the social and behavioral skills deficits that may warrant evaluation

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