Assessment
The primary focus of this domain is how information from assessments and educational records are used to design instruction that promotes maximum performance of learners with ASD. Given that assessment must drive all instructional decisions, competencies in this domain require utilization of assessment terminology to demonstrate understanding of the components of assessment for the core areas of ASD. Artifacts highlight understanding of the current version of the Diagnostic and Statistical Manual of Mental Disorders, comprehensive assessment, and assessment tools.
This domain demonstrates ability to use information from assessments and educational records to design instruction and collection, interpretation, and use of data to document outcomes for individuals with ASD, and change programming as indicated with family and other members of the student’s educational team. It also demonstrates collaboration with key stakeholders in the learner’s education to assess student interests, transition needs, and assessment sharing to maximize the ability to meet learner needs across environments.
Meeting the social and communication needs of learners with ASD is another key element of this domain. The artifacts show how to develop strategies for monitoring and analyzing challenging behavior and its communicative intent, conduct functional behavior assessments to determine what initiates and maintains a challenging or interfering behavior, and work cooperatively with others to develop and/or implement behavior support plans.
The artifacts also specifically focus on the importance of using age-appropriate EBPs to evaluate and address the needs of students with ASD in this domain.
3.3 Knowledge of the components of assessment for the core areas for individuals with ASD
This artifact is an assignment where I had to examine the assessment results of different assessments for an individual with ASD. From those results I had to determine the student's needs and appropriate practices for building skills to address those areas of need.
This artifact shows the results of a quiz from the Autism Internet Module (AIM) module on Assessment for Identification. This module covered signs of autism, diagnostic criteria, and the differences between the diagnostic criteria for eligibility under IDEA.
3.5 Knowledge of comprehensive assessment, including specialized terminology and assessment tools
This artifact is a PowerPoint I created that includes an overview of my knowledge of assessment. I also define specific terms from assessments and provide an overview of different types of assessments and specific assessments that test those target areas.
This artifact is an assignment where I outlined our current district procedures for transition planning and provide suggestions for improving our process, including how we can help students meet transition goals.
3.7 Develop strategies for monitoring and analyzing challenging behavior and its communicative intent
This artifact is an assignment where I discussed the antecedents to a student's problem behavior and strategies for intervening before the behavior escalates. I discuss data collection for the behavior and actions that the student can take to manage his own behavior and improve his self-awareness.
3.9 Use information from assessments and educational records to design instruction
This artifact is an assignment where I reviewed the VB-MAPP results of a student with ASD. After reviewing the results, I made note of what areas of strength and areas of growth were present. This information informs what skills need more instruction and what interventions may effectively take advantage of the student's strengths.
3.10 Collect, interpret, and use data to document outcomes for learners, and change programming as indicated with family and team
This artifact is a certificate from completing the Relias course on Graphing and Progress Evaluation. This course demonstrated the importance of monitoring student progress by graphing data. Through the course I learn to interpret data to understand student progress and recognize when instructional strategies may need to be changed to help the student be successful.