NYAN is a consortium of four regional centers with a shared focus of promoting effective educational approaches for students with autism. The items on the APQI were derived from a variety of sources including federal and State law and regulations, scientific evidence, and professional experience. The APQI were developed first by examining the professional literature to identify likely dimensions for the scale. The next step was to identify key quality components specific to autism in each of these areas.
These comments led to a significant re-focusing of the APQI on making it as autism specific as possible. Scoring the APQI. Score Description NA Not applicable. The program is not responsible for this area. These ratings can be applied to each of the items and a summary rating can be given to each area. A summary table at the end of the scale allows programs to identify areas of relative strength and weakness.
Score Comments 1 Evaluations are conducted by multidisciplinary teams made up of qualified personnel who are familiar with the characteristics and response patterns of students with autism. Summary Rating for Individual Evaluation. Comments 1 The IEP identifies developmental, health, social-emotional, and behavioral needs. Score Comments 1 The curriculum contains a written statement of goals and philosophy from which instructional objectives, methods, and activities proceed.
Summary Rating for Curriculum. Score Comments 1 Instructional activities: a enhance response opportunities, b are appealing and interesting, c promote active engagement of the student, d focus on basic skills before more complex skills, e provide multiple opportunities for practicing skills identified on the IEP, f are whenever possible embedded within ongoing and natural routines of home, school, vocational, and community settings.
Summary Rating for Instructional Activities. Score Comments 1 Instructional methods are adapted to the range of ages, abilities, and learning styles of students with autism. Summary Rating for Instructional Methods. Score Comments 1 Environments are initially simplified to help students recognize relevant information. Summary Rating for Instructional Environments. Summary Rating for Review and Monitoring of Progress.
Score Comments 1 Parents and family members are supported as active participants in all aspects of their child's ongoing evaluation and education to the extent of their interests, resources, and abilities. Summary Rating for Family Involvement and Support. Score Comments 1 The program offers opportunities for interaction with nondisabled peers in both informal and planned interactions.
Summary Rating for Inclusion. Score Comments 1 All aspects of planning include the student whenever appropriate , parents and other family members, current and receiving professionals, and other relevant individuals. Score Comments 1 The program has a school-wide behavioral system that: a defines expectations for appropriate behavior in all instructional settings, b uses proactive approaches to managing behavior, c has established strategies for crisis intervention, d provides training for staff in recommended behavioral strategies.
Summary Rating for Challenging Behavior. Score Comments 1 The program develops links with different community agencies that provide the comprehensive services often needed by students with autism.
Summary Rating for Community Collaboration. Score Comments 1 Staff are knowledgeable and skilled in the areas of expertise specific to autism, including: a characteristics of autism, b familiarity with assessment methods, c developing IEPs to meet the unique needs of each student, d curriculum, environmental adaptations and accommodations, and instructional methods, e strategies to improve communication and social interaction skills, f classroom and individual behavior management techniques.
Summary Rating for Personnel. Summary Rating for Program Evaluation. Adelaide L. Sanford, Vice Chancellor, B. Lorraine A. Individual Evaluation. Family Involvement and Support. Planning the Move from One Setting to Another. Instructional Activities.
Challenging Behavior. Instructional Methods. Community Collaboration. Instructional Environments. Review and Monitoring of Progress and Outcomes. Program Evaluation. Not applicable. There is no evidence of this indicator. There is some evidence of this indicator or there is clear evidence of the indicator for only a portion of students with autism. This quality indicator is clearly evident for all students with autism. Evaluations are conducted by multidisciplinary teams made up of qualified personnel who are familiar with the characteristics and response patterns of students with autism.
The medical and developmental history review factors specific to autism. Evaluations include the examination of the individual skills and strengths of students with autism, as well as their needs. Evaluations use a variety of measures and sources of information, including: a. For both verbal and nonverbal students, speech and language evaluations use standardized measures, parental report, observation, and spontaneous language samples to assess: a.
Evaluation reports integrate results from all areas in ways that lead directly to programmatic recommendations for instruction. Related services at the high school should focus on skills that the students need to transition.
The related service provider can join you during a CBI trip, or join the Transition Coordinator in scoping out job opportunities. Even at the high school level, instruction based on the principles and practices of Applied Behavior Analysis ABA should occur across the entire school day. One of the more well-known teaching packages within ABA is discrete trial instruction. While ABA-based teaching procedures will look considerably different at the high school level, the three-term contingency is always in play in every real-world situation, including high school classes.
For students needing Level 3 support, discrete trial instruction might be the primary teaching procedure. The expertise of a Board Certified Behavior Analyst will help guide you. Sufficient data to monitor progress or lack thereof should be collected and analyzed on a regular basis e. One area that districts tend to minimize is the need for a yearly evaluation of their program. The outcome of this program evaluation would be used for systemwide improvement.
You are probably working with students with ASD and are considering how to start a high school program, how to improve your existing high school program, or wondering what other schools are doing to serve their students with ASD. Irene Cook, Ed. She earned her doctorate degree from Teachers College, Columbia University, where her research focus was on educational leadership in ABA-based programs. If you would like to contact Dr.
Cook, please contact Autism New Jersey at information autismnj. American Psychiatric Association. Diagnostic and statistical manual of mental disorders 5th ed. Washington, DC: Author. Individuals with Disabilities Education Act, 20 U. Koegel, R. Koegel Eds. Baltimore, MD: Paul H. Brookes Publishing Company. National Research Council.
Educating Children with Autism. New Jersey Department of Education. Trenton: Author. If you have additional questions, contact Autism New Jersey at A general power of attorney allows a person to act on behalf of the principal in any and all matters, as allowed by the state.
The agent under a General Power of Attorney agreement may be authorized to take care of issues such as handling bank accounts, signing checks, selling property and assets like stocks, filing taxes, etc.
This type of POA goes into effect immediately and ends upon the incapacitation of or death of the principal. It is only valid while the principal is competent or, in other words, while the principal is able to make decisions for him or herself and understand the consequences of those decisions.
This is because the principal needs to be aware enough to agree to have control released on their behalf. Getting Started A fundamental concept that should drive the development and implementation of your high school program is identifying and creating systems and supports that will assist students with ASD as they transition from school to the adult world.
Identifying Appropriate Services and Supports Next, begin to identify the systems and supports your high school program will offer.
Community-Based Instruction Community-Based Instruction CBI is a method where instruction in academic and functional skills occurs in real-life settings in the community. Student does not participate. Assessment strategies will include an overall estimation of the students' literacy abilities from interactive to independent, which will help teachers determine what additional literacy assessments may be needed to inform instruction.
Measures of student outcomes and teacher outcomes will be incorporated into the project, developed by the presenters. This training will be conducted in a virtual format in the fall followed by two days of in-person training in February, In the event in-person training is no longer available due to county, state, district or CDE guidelines the in-person training will change to a virtual format.
As of November this training in Grand Junction is no longer in person but has been switched to an online training. Those who attend the full hour requirement will receive CDE hours in the form of a certificate of attendance; partial credit will not be given.
Both in-person days are required. Join training waitlist. Children from culturally and linguistically minoritized populations are more likely to be misidentified or receive a delayed educational identification of ASD. In addition, participants will receive training in differentiating ASD from other disabilities.
Further, information will be shared regarding laws and recommendations pertaining to addressing significant disproportionality among children with ASD. This training will be presented by Dr. Bryn Harris from the University of Colorado Denver. Harris has extensive expertise in this content area. Participants must attend both sessions to receive a certificate of attendance 6 CDE hours.
Partial credit will not be given. Anyone with an interest in learning about the characteristics of autism spectrum disorders and evidence-based practices is invited to attend any of our webinars. This may include administrators, general education teachers, specialist teachers, family members, paraprofessionals, special education professionals, healthcare, and related service providers.
Team members providing behavioral services are positioned to make life-changing decisions impacting those with autism: Does trauma matter? How do we ask about it, honor experience and history, and develop ethical and compassionate assessments and plans? This webinar expands boundaries of competence while providing resources, and real-life examples. While social and communication challenges define autism, the presence of restricted and repetitive behaviors interests remain the least understood characteristic of the disorder.
The purpose of this workshop is to help professionals to assess the underlying reasons why specific ritualistic behavior exist and then develop a treatment plan to reduce the frequency or intensity of the behaviors. Case studies are central to the discussion. The information is for professionals who have a solid understanding of autism spectrum disorder, and a basic understanding of how to use applied behavior analysis to plan intervention.
In this webinar, participants will learn about legal and best practice considerations for completing comprehensive Autism assessment during the COVID pandemic and beyond. School-based special education team members will learn about Autism assessment modification strategies, remote assessment options, alternative assessment methods, and how to consider the impacts of the pandemic on the data collected.
There will also be an emphasis on equitable practices and promoting culturally and responsive Autism assessment strategies. Participants will have an opportunity to ask questions following the webinar. Numerous studies have shown the effectiveness of selection-based pictorial systems to promote functional communication. With the increased affordability and accessibility of mobile devices, the demand for high-tech SGDs by parents to use for communication has also increased.
Resources now exist to aid clinicians in transitioning from picture communication systems to high-tech SGDs. However, there is a dearth of research on strategies to teach advanced verbal behavior using SGDs.
This presentation will cover a series of studies examining procedures to teach mands for information, intraverbals to report past behaviors, and tacts of noun-verb combinations to non-vocal children with autism. Considerations and complications when teaching these skills using high-tech SGDs will be discussed. We know that learners with communication challenges have thoughts, opinions, and ideas of their own. During this hour, we will address the following questions:.
Through answering these questions, we will focus on supporting authentic and meaningful communication that is relevant to our learners. Resources for continued learning will also be provided. Early emerging symptoms of autism spectrum disorder ASD in young boys and girls across the domains of social, communication and flexibility will be discussed as well as how to differentiate between ASD, a global developmental delay and a speech-language impairment in young children.
In this session Dr. Hepburn will discuss key elements of an evaluation for autism spectrum disorder in young children. She will compare the strengths and weaknesses of three evidence-based assessment tools and how family culture and language can affect the evaluation process. Additionally, Dr. Hepburn will demonstrate how to differentiate between autism spectrum disorder, lack of social experience, trauma, and attachment problems. Parents play a crucial role in the evaluation of autism spectrum disorder.
In this webinar Dr. We might not even think about all the times during the day that we encounter social and vocational problems that need to be solved because our problem-solving behavior has become so fluent that we tend to take it for granted. When problem-solving is not as fluent or is deficient in some way, individuals might struggle in social and vocational situations.
Kisamore will share a problem-solving strategy that can be used to guide the instruction of a variety of social and vocational skills topics and be used by the student to independently complete vocational tasks and work through different types of problems.
Register for Problem Solving and Vocational Training. Trauma is a growing concern within the school setting and can raise questions regarding eligibility for autism spectrum disorder. Hepburn will compare characteristics of trauma and autism spectrum disorder and how they can impact social functioning, communication development and behavioral flexibility in children.
Hepburn will share assessment practices that can help to determine if a child is presenting with ASD or with social-emotional challenges associated with trauma or both as well as resources that can be helpful for families. Register for Complex Case Discussion. This webinar is targeted for all members of school-based teams that conduct special education evaluations for Autism.
In this webinar, participants will learn about strategies and benefits for engaging in interprofessional collaborations with clinical and health providers. Collaborating with these providers in meaningful ways can improve assessment and identification outcomes and can improve home-school collaborations.
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