Jason Schmidle, EDUC 613: Concerns correlated to assessments

Teacher/Caregiver Concerns:
Student/Child is not engaged in school, lacks social connections with peers, does not
communicate well and has repetitive behaviors
Definition:
Autism spectrum disorder (ASD) and autism are both general terms for a group of
complex disorders of brain development. These disorders are characterized, in varying
degrees, by difficulties in social interaction, verbal and nonverbal communication and
repetitive behaviors (AutismSpeaks.org)
Interventions outside of RtI:
Picture Exchange Communication System
Social Stories
Visual Schedules
Sensory breaks
Preferential Seating
Zones of Regulation
PBIS Rewards System
Behavior Charts
Structure in academics and routines
Personnel/Quiet Space

Team Design
Parents/Caregiver
CC Teacher
Regular Education Teacher
School Social Worker
Psychologist
Autism Specialist
OT/PT/Speech Language

Assessments:
Autism Diagnostic Observation Schedule (ADOS), to evaluate developmental,
cognitive, and behavioral functioning.
According to best practices guidelines, a comprehensive autism assessment is one
that includes the following components:
o A detailed developmental history and review of records
o Evaluation of a childs developmental, cognitive, adaptive, and behavioral
functioning in and out of the classroom
o Direct observation of a childs play, language, and social interaction in and
out of the classroom
o A physical examination (Autism Center)


Teacher/Caregiver Concerns:
Student has trouble controlling self, staying regulated, receives many office referrals,
becomes very disruptive, argumentative and has peer conflicts
Definition:
An inability to learn that cannot be explained by intellectual, sensory, or health
factors
An inability to build or maintain satisfactory relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
A general pervasive mood of unhappiness or depression (Exceptional Learner 13
th
)
Traits or Characteristics:
Get out of their seats
Yell, talk out, and curse
Disturb peers
Hit or fight
Ignore the teacher
Complain
Argue excessively
Steal and Lie
Destroy property
Do not comply with directions
Have temper tantrums
Are excluded from peer-controlled activities
Do not respond to teacher corrections
Do not complete assignments
Interventions outside of RtI:
Clear behavior expectations
The teaching of expected behaviors
Consistent and sound responses to rule violations and individualized programming
for more chronic behavioral difficulties
The classroom must have an engaging curriculum
Curriculum modifications for students with academic difficulties, and a community
of support.
Strong teacher student relationships
Well documented behavior (Seattle University)

Team Design:
CC teacher
Parents/Caregiver
PBIS
School Psychologist
Social Worker
Behaviorist


Assessments:
Functional Behavioral Assessment (FBA)
BASC-2 BESS
SDQ
Parent/Teacher observations
Behavior Reports/Charts
Grades
Formative and Summative
BIPs




Teacher/Caregiver Concerns:
Student/Child has difficulty with learning letters, numbers, writing and speaking
Definition:
A disorder in one or more of the basic psychological processes involved in understanding
or in using language, spoke or written, which disorder may manifest itself in an imperfect
ability to listen, think, speak, read, write, spell, or do math calculations. (Exceptional
Learner 13
th
)
Interventions outside RtI:
Evidence based instruction in Tier 1
Preferential Seating
Breaks
Sensory
Small/individual Grouping
Visual Schedules
Team Design:
CC Teacher
Regular Education Teacher
Parents/Caregivers
OT/PT/Speech and Language
Outside Services?
School Social worker
School Psy.
Assessments:
Woodcock Johnson
Formative and Summative
Work Samples
MAP
State Standardized Assessments
Deficiences in the following:
Oral expression.
Listening comprehension.
Written expression.
Basic reading skills.
Reading fluency skills.
Reading comprehension.
Mathematics calculation
Mathematics problem solving