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In this learning module, we will take a deep dive into Austism.

autism

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Welcome! Check out our resources and replays!

Check out the schedule of our LIVE calls!

video replays

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autism & the DSM with jenny

During this call, I spoke about federal criteria for Autism and previous criteria under CA Education code.  Please make sure you are clear about what your specific state education code requirements are regarding autism.

autism & 504 plans with jenny

Click HERE for a copy of the handout.

case study walkthrough #1 with jenny

Click HERE to download the PPT slides.

case study walkthrough #2 with jenny

ask erin (preschool) about autism

Erin shared two items:  A write-up of an informal Autism Checklist as well as the GARS.

Time Stamping:

00:31:  I will assume that you get quite a few referrals for students close to turning 3 that have an outside diagnosis of Autism. How do you take into consideration the outside reports for an initial referral?

 
06:19:  Many school psychologists use the ADOS when we are not in a pandemic. I believe on the ADOS webpage, it indicates that it is the “gold standard” when it comes to assessing autism. How often do you use the ADOS when we are not in a pandemic?
 
15:10:  There are many students under the age of five that I could assume show a variety of behaviors that look autistic-like. As you are completing the transition to kindergarten assessments, how frequently are you adding the autism classification to a student who was perhaps under SLI? Do you have a lot of cases where you end up removing the Autism classification at the K transition?
 
24:00:  I believe we have chatted before about the difference between Autism in the DSM and the education code classification. Remind the psychs again about how you help explain to parents who have a DSM diagnosis for their child for Autism who may not meet special education classification criteria.
 
28:50:  Who is part of your assessment teams when you are considering Autism?
 
32:32:  I know we have chatted before about breaking the news of autism to parents can be difficult. Remind the psychs about things to consider when having this difficult conversation.
 
45:00:  How has your assessment for Autism changed in COVID?
 

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ask penny (elementary) about autism

During our call, Penny shared a write-up of the SRS.  Click HERE to download.  She also referenced Social Thinking.

 

Time Stamping:

01:40:  Who is part of your assessment teams when you are considering Autism? 

03:52:  Does your SLP always examine pragmatics during an evaluation when Autism is being considered? 
 
07:39:  At the elementary level, there may be instances of both initial referral requests as well as triennial reviews for students under the classification of Autism. What are some of your favorite tools you like to use during an assessment when autism is a question on the table? 
 
12:34:  Many school psychologists use the ADOS when we are not in a pandemic. I believe on the ADOS webpage, it indicates that it is the “gold standard” when it comes to assessing autism. How often do you use the ADOS when we are not in a pandemic?
 
13:30:  How has your assessment for Autism changed in COVID? 
 
16:38:  I have heard people question whether a student on the autism spectrum has the capability to benefit from cognitive-behavioral therapy; however, we have many students on the spectrum with social-emotional needs. What are your thoughts on this? 
 
19:11:  Speaking of social-emotional concerns for students on the spectrum, how have you differentiated between ED and AUT for students in the past?
 
23:57:  As we both know, there is a difference between Autism in the DSM and the education code classification. How do you explain this difference to parents who have a DSM diagnosis for their child for Autism who may not meet special education classification criteria? 
 
29:37:  Breaking the news of autism to parents can be difficult during an initial evaluation. What advice would you give to psychs about things to consider when having this difficult conversation. 

ask sarah (middle school) about autism

During the call, Sarah mentioned that she was sharing a write up from the CARS-2 HF.  Click HERE to download.

 

Time Stamping:

00:50:  I would assume that at the middle school level, there are not many initial requests for assessments to examine autism, but it does happen. What do you think are things a middle school psych needs to keep in mind when assessing for autism at this level that might be different than examination at a preschool or elementary school level? What types of behaviors/signs are common in students that are being initially evaluated at this level? 

05:20:  Who is part of your assessment teams when you are considering Autism? 
 
08:41:  Does your SLP always examine pragmatics during an evaluation when Autism is being considered? 
 
14:00:  What is a typical autism triennial look like for you? What are some of your favorite tools? 
 
19:11:  How does a triennial for a student under the classification of Autism look different in comparison to an initial? 
 
21:29:  Many school psychologists use the ADOS when we are not in a pandemic. I believe on the ADOS webpage, it indicates that it is the “gold standard” when it comes to assessing autism. How often do you use the ADOS when we are not in a pandemic? 
 
21:54:  How has your assessment for Autism changed in COVID? 
 
23:21:  Let’s chat about social-emotional concerns for students on the spectrum. What types of social-emotional concerns do you commonly see in students on the spectrum?
 
24:16:  I have heard people question whether a student on the autism spectrum has the capability to benefit from cognitive-behavioral therapy. What are your thoughts on this? 
 
26:13:  As we both know, there is a difference between Autism in the DSM and the education code classification. How do you explain this difference to parents who have a DSM diagnosis for their child for Autism who may not meet special education classification criteria?
 
29:25:  How do you tease apart whether specialized instruction is needed for students who have “milder” cases of autism? 
 
34:10:  Breaking the news of autism to parents can be difficult during an initial evaluation. What advice would you give to psychs about things to consider when having this difficult conversation.
 
38:37:  There are times that students who have received services under the classification of Autism for years no longer meet eligibility criteria at the middle school level due to improvement in language and/or social skills. How have you and your team dealt with these situations? 

ask zach (high school) about autism

Zach shared a few write-ups for Autism.  Click HERE to download.

Time Stamping:

00:22:  I would assume that at the high school level, there are not many initial requests for assessments to examine autism, but it does happen. What do you think are things a high school psych needs to keep in mind when assessing for autism at this level that might be different than examination at an elementary or middle school level? What types of behaviors/signs are common in students that are being initially evaluated at this level? 

 
06:45:  Who is part of your assessment teams when you are considering Autism?
 
09:05:  Does your SLP always examine pragmatics during an evaluation when Autism is being considered? 
 
11:26:  What is a typical autism triennial look like for you? What are some of your favorite tools? 
 
18:57:  How does a triennial for a student under the classification of Autism look different in comparison to an initial? 
 
20:54:  Many school psychologists use the ADOS when we are not in a pandemic. I believe the ADOS webpage, it indicates that it is the “gold standard” when it comes to assessing autism. How often do you find high school psychs using the ADOS? 
 
25:30:  Let’s chat about social-emotional concerns for students on the spectrum. What types of social-emotional concerns do you commonly see in students on the spectrum?
 
27:30:  I have heard people question whether a student on the autism spectrum has the capability to benefit from cognitive-behavioral therapy. What are your thoughts on this? 
 
30:42:  There are times that students who have received services under the classification of Autism for years no longer meet eligibility criteria at the high school level due to improvement in language and/or social skills. How have you and your team dealt with these situations?

 
 

 

ask michelle (behaviorist) about autism

00:22:  There are many students in both general education and special education with autism or autistic-like behaviors.  What are the top three behavioral struggles you see with students on the autism spectrum and what are some
recommendations? 

09:25:  Many students on the autism spectrum demonstrate behavioral difficulties. Some teams may wonder if a student could possibly be eligible under Emotional Disturbance instead of or in addition to Autism. How do you tease some of that out? 
11:35:  Many parents of students with autism may be thinking their student needs additional adult support through 1-1 aides or a specialized aide with ABA background. Other students may have behavioral concerns. What advice would you give to a newer school psych when there is a request for “everything” (SCES, FBA, ABA therapist, etc.)? 
 

 

ask michelle (bilingual) about autism

Michelle is sharing a cognitive and social/emotional write-up.  Click HERE to download.

00:29:  Who is part of your assessment teams when you are considering Autism? 

01:24:  What is a typical autism initial evaluation look like for you? What are some of your favorite tools? 
04:48:  How does a triennial for a student under the classification of Autism look different in comparison to an initial? 
07:08:  Many school psychologists use the ADOS when we are not in a pandemic.  How often do you find psychs using the ADOS?
08:34:   Language, pragmatics, and social interaction are key prongs to the autism classification, yet this can look very different dependent on the culture of the student. For
example, for some cultures, not looking an adult in the eye is a sign of respect, yet we are always discussing eye contact for students on the spectrum. How do you differentiate cultural differences from actual impairments?
10:34:  As I mentioned, language is a key component in our evaluations for Autism. What are some suggestions for newer school psychs who are working with students and there is no one within the district assessment personnel
who speak the student’s primary language? 
11:45:   Let’s chat about social-emotional concerns for students on the spectrum. What types of social-emotional concerns do you commonly see in students on the spectrum? 
12:50:  I have heard people question whether a student on the autism spectrum has the capability to benefit from cognitive-behavioral therapy. What are your thoughts on
this?

 

Check out some great resources below!