How To Stop Biting In Special Needs 3-Year-Old Educational Evaluation For Special Education Student With Autism

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Educational Evaluation For Special Education Student With Autism

All special education students are required by law to have a comprehensive evaluation every three years to determine eligibility for special education services. The following case study is about a student named “Adam”. Adam is seven years old and has autism. It is in a Special Day Class place in a public school. The case study includes details of Adam’s three-year educational assessment.

The student in this case study has autism. His name is Adam. Adam is seven years old. He is in a Special Day Class for Severely Handicapped students. Adam’s 3-year evaluation will be completed to determine his eligibility for special education services. Adam has a lawyer and parents who are intensely involved with his education. When the evaluation plan was presented to the parents, they requested additional evaluations including a functional analysis, occupational therapy, and an assistive technology evaluation. A copy of the signed evaluation plan was given to the appropriate specialists: psychologist, occupational therapist, speech and language therapist, nurse and special education teacher.

The school psychologist observed Adam on several occasions before administering the revised psychoeducational profile (PEP-R). The PEP-R covers a variety of developmental areas. Test items are presented with simple and concrete instructions and most expected responses are non-verbal. The PEP-R provides information on developmental functioning in imitation, perception, fine motor, gross motor, hand-eye integration, cognitive performance, and cognitive verbal domains. The PEP-R consists of a set of games and learning materials that were presented to Adam in structured play activities. The psychologist recorded Adam’s responses to the test. Their scores were distributed among seven developmental areas and four behavioral areas. The resulting profile reveals Adam’s strengths and weaknesses in various areas of development and behavior.

Adam’s portfolio was used as an evaluation tool. Included in his portfolio were work samples, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home daily reports that included Adam’s performance, compliance, and readiness levels on homework and goals/benchmarks. His parents signed and returned the daily reports and they became part of his portfolio. Daily reports were used to assist in Adam’s assessment.

The school psychologist also conducted functional analysis to determine why Adam was exhibiting disruptive behaviors. Questionnaires were sent home for parents to complete. Yelling and biting were behaviors that his parents and teacher were concerned about. The classroom teacher was responsible for collecting data on behaviors. The psychologist and the teacher created a data collection form. The teacher recorded the occurrence of unwanted behaviors. The information from the parents, the observations of the psychologist and the teacher were compiled by the psychologist and the report was written.

The occupational therapist observed Adam, assessed him and wrote a report. The school nurse tested Adam with a special device. She was able to determine that her hearing appeared to be normal. Adam’s parents have no problems with his vision and hearing. The speech therapist, who worked with him in the past year, also evaluated.

Other tests that can be used to diagnose and evaluate students with autism are the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL). -ADOS). These tests are individual autism assessment tools that have been specifically designed to assess children with autism. In addition, these processes are based on historical information about the child’s behavior (usually provided by a parent), the direct observation of the child by a professional or a combination of these methods.

Adam’s assessment for his 3 year assessment was extensive and comprehensive. This assessment gave the team information about Adam’s development, behavior, communication, health, coordination and cognitive levels. With this information, the Individualized Education Plan (IEP) team determined that his placement was appropriate. Occupational Therapy (OT) services were recommended. The occupational therapist wrote several goals and provided services for Adam. Functional analysis concluded that Adam’s unwanted behaviors occurred during transitions. The assistive technology assessment revealed that Adam excelled in this area. No recommendation was required. Although Adam’s assessment was extensive and required hard work for the IEP team, valuable information was provided that helped the team make recommendations for Adam’s education. The assessment also revealed that Adam made great progress in his special day class setting.

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