| The student in this case study has autism. His | | | | classroom teacher was responsible for collecting |
| name is Adam. Adam is seven years old. He is in | | | | data on the behaviors. The psychologist and the |
| a Special Day Class for Severely Handicapped | | | | teacher created a data collection form. The |
| students. Adam's 3-year evaluation needed to be | | | | teacher recorded the occurrence of the undesired |
| completed to determine eligibility for his special | | | | behaviors. The information from the parents, |
| education services. Adam has an advocate and | | | | psychologist observations and teacher were |
| parents who are intensely involved with his | | | | compiled by the psychologist and the report was |
| education. When the assessment plan was | | | | written. |
| presented to the parents, they requested | | | | The occupational therapist observed Adam, |
| additional assessments including a functional | | | | assessed him and wrote a report. The school |
| analysis, occupational therapy and an assistive | | | | nurse tested Adam with a special device. She was |
| technology assessment. A copy of the signed | | | | able to determine that his hearing appeared to be |
| assessment plan was given to the appropriate | | | | normal. Adam's parents reported no problems |
| specialists: psychologist, occupational therapist, | | | | with his vision and hearing. The speech therapist, |
| speech therapist, speech therapist, nurse and | | | | who worked with him over the past year, also |
| special education teacher. | | | | assessed him. |
| The school psychologist observed Adam on | | | | Other tests that can be used to diagnose and |
| several occasions before administering the | | | | assess students with autism are the Autism |
| psycho-educational profile revised (PEP-R). The | | | | Behavior Checklist (ABC), Autism Diagnostic |
| PEP-R covers a variety of developmental areas. | | | | Interview-Revised (ADI-R), Childhood Autism |
| The test items are presented with simple, | | | | Rating Scale (CARS) and Pre-Linguistic Autism |
| concrete instructions and most of the expected | | | | Diagnostic Observation Schedule (PL-ADOS). |
| responses are nonverbal. The PEP-R provides | | | | These tests are individual autism assessment |
| information on developmental functioning in | | | | instruments that have been specifically designed |
| imitation, perception, fine motor, gross motor, | | | | to assess children with autism. Furthermore, these |
| eye-hand integration, cognitive performance and | | | | tests rely on either historical information about the |
| cognitive verbal areas. The PEP-R consists of a | | | | child's behavior (usually provided by a parent), |
| set of toys and learning materials that were | | | | direct observation of the child by a professional or |
| presented to Adam within structured play | | | | a combination of these methods. |
| activities. The psychologist recorded Adam's | | | | Adam's assessment for his 3-year evaluation was |
| responses to the test. His scores were then | | | | extensive and comprehensive. This assessment |
| distributed among seven developmental and four | | | | gave the team information on Adam’s |
| behavioral areas. The resulting profile revealed | | | | development, behavior, communication, health, |
| Adam's strengths and weaknesses in the | | | | coordination and cognitive levels. With this |
| different areas of development and behavior. | | | | information, the Individualized Education Plan (IEP) |
| Adam's portfolio was used as an assessment tool. | | | | team determined that his placement was |
| Included in his portfolio were work samples, | | | | appropriate. Occupational Therapy (OT) services |
| progress reports, behavior reports, notes from | | | | were recommended. The occupational therapist |
| parents and daily reports. The teacher sent home | | | | wrote several goals and will provide services for |
| daily reports that included performance, | | | | Adam. The functional analysis concluded that |
| compliance and prompt levels on Adam's tasks | | | | Adam's undesired behaviors occurred during |
| and goals/benchmarks. His parents signed and | | | | transitions. The assistive technology assessment |
| returned the daily reports and became part of his | | | | revealed that Adam excelled in this area. No |
| portfolio. The daily reports were used to assist in | | | | recommendations were needed. Although Adam's |
| the assessment of Adam. | | | | assessment was extensive and required hard |
| The school psychologist also conducted the | | | | work for the IEP team, valuable information was |
| functional analysis to determine why Adam was | | | | provided that assisted the team in making |
| exhibiting disruptive behaviors. Questionnaires | | | | recommendations for Adam's education. The |
| were sent home for the parents to complete. | | | | assessment also revealed that Adam was making |
| Screaming and biting were behaviors his parents | | | | great progress in his special day class setting. |
| and teacher were concerned about. The | | | | Author, Theresa McFarland, M.A. |