Ml est raice

[Pages:122]Models of Best Practice

in the Education of Students with Autism Spectrum Disorders

May 2011

Virginia Department of Education,Office of Special Education and Student Services

Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011

Table of Contents

V

Commonly Used Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

User Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Introduction and Purpose of the Models of Best Practice Document . . . . . . . . . . . . . . . . . . 5 Recommended Use of the Models of Best Practice Document . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Considerations When Using the Models of Best Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Foundational Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Categories of Autism Spectrum Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Educational Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Individual with Disabilities Education Act (2004) ? 34 CFR Part 300.8(c)(1) . . . . . . . . . . . . . . . . . . . . 7 Virginia Special Education Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Goals of Education and Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Models of Best Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 A Basis in Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Definition of Evidence-based Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Research Design and Publication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Using a Multimodal Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Components of a Comprehensive Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Definition of Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Curriculum Considerations for the Student with ASD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Providing an Effective Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Understanding Autism and Autism Spectrum Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Primary Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Secondary Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Learning Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Strengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Comorbid Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Common Medical Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Focus Areas for Educational Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Social Development and Peer Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Play and Leisure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Activities of Daily Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Motor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Cognitive / Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Academic Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Sensory Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Restricted and Repetitive Patterns of Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

The Educational Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Least Restrictive Environment (LRE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Inclusion Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Virginia Department of Education,Office of Special Education and Student Services

V 1 V

Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011

Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Organization and Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Curriculum Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 General Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Functional Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Mixtures of Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Assessment Frameworks and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Assessment Tools and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Standardized Assessment Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Curriculum-Based Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Data-driven Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Developmental and Skill Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Matching Assessment Tools to Student Characteristics and Learning Styles . . . . . . . . . . . . . . . . . 39 Increasing the Authenticity,Validity, and Reliability of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Goal Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Instructional Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Systematic Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Intensive Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Instructional Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Generalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Modifications and Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Related Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Assistive Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Augmentative and Alternative Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Program Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 A Framework for Monitoring Student Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Ways to Monitor Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 When to Monitor Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Summarizing Monitoring Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Addressing Interfering Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Conducting a Functional Behavioral Assessment (FBA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Developing and Implementing a Behavioral Intervention Plan (BIP) . . . . . . . . . . . . . . . . 54

Collaboration with the Educational Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Team Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Family Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Related Service Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Paraprofessionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

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Virginia Department of Education,Office of Special Education and Student Services

Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011

Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

APPENDICES

APPENDIX A: Data Driven Assessments / Data Collection Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 APPENDIX B: Evidence-Based Instructional Strategies for Children and Youth with ASD . . . . . . . . . 79 APPENDIX C: Modifications and Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 APPENDIX D:Assistive Technology Planning Form Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 APPENDIX E: Educational Team Planning Form Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 APPENDIX F: Home-School Communication Form Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Figures and Tables

Figure 1. The Instructional Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Figure 2. A Framework for Instructional Planning and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Figure 3.Transdisciplinary Team Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Figure 4.The Teaming Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Figure 5. Prompting Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Table 1. Least Restrictive Environment Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Table 2. Components of Successful Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Table 3. Schedule Hierarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Table 4. Types of Visual Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Table 5. Four Curriculum Approaches to Teaching Functional Academics . . . . . . . . . . . . . . . . . . . . . . . . . 34 Table 6. Assessment Tools Based on Skill Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Table 7. Evidence-Based Instructional Strategies for Children and Youth with ASD . . . . . . . . . . . . . . 42 Table 8. Assistive Technology Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Table 9. Examples of Evidence-based Practices Included in a BIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Table 10. Strategies for Maintaining Parent Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Table 11. Descriptions and Examples of ABI Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Table 12. Differential Reinforcement Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Table 13. Functional Communication Replacements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Table 14. Mand-modeling Procedure Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Table 15. Modified Time Delay Technique Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Table 16. Considerations for Peer Mediation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Table 17. The Picture Communication System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Table 18. Prompt Hierarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Table 19. Schedules of Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Table 20. Considerations for Social Skills Group Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Table 21. Examples of Structured Work Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

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Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011

Commonly Used Acronyms

V

AAC

Alternative and Augmentative Communication

ABA

Applied Behavioral Analysis

ADDM

Autism and Developmental Disabilities Monitoring Network

ASD

Autism Spectrum Disorder

AT

Assistive Technology

BIP

Behavioral Intervention Plan

CDC

Centers for Disease Control

DD

Developmental Disabilities

DSM-IV-TR Diagnostic and Statistical Manual (Fourth Edition, Revised)

FAPE

Free Appropriate Public Education

FBA

Functional Behavioral Assessment

FCT

Functional Communication Training

IDEA

Individuals with Disabilities Education Act (2004)

IEP

Individualized Education Program

IFSP

Individualized Family Service Plan

JA

Joint Attention

LEA

Local Education Agency

LRE

Least Restrictive Environment

MDT

Multidisciplinary Team

NET

Natural Environment Teaching

NOS

Not Otherwise Specified

PDD

Pervasive Developmental Disorder

PECS

Picture Exchange Communication System

PLEP

Present Levels of Educational Performance

PRT

Pivotal Response Training

SEA

State Educational Agency

TEACCH

Treatment and Education of Autistic and Communication related

handicapped CHildren

VDOE

Virginia Department of Education

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Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011

User Guide

Recommended Use of the

Models of Best Practice

Introduction and Purpose Document

of the Models of Best Practice Document

The information presented herein is designed to guide all schools' practices for educating

Autism spectrum disorder (ASD) is a complex neurologically-based developmental disorder that affects a person's ability to communicate and interact, both with other people and with their environment.At one time ASD was considered to be a rare condition, but it is now recognized as one of the most common developmental disorders affecting children. Prevalence rates have soared in the past

students with ASD and to promote consistency of programming across educational environments throughout the Commonwealth.This document is intended to serve as a resource primarily for educators, but may also be helpful to parents, medical professionals, and other providers when they are making informed choices about the education of students with ASD.

decade. It is now believed to impact 1 in 110 children (Centers for Disease Control and Prevention [CDC], 2009).

Continuity across autistic disorders allows this document to address both the specific disability category of autism, as well as the more broadly

The ratio of individuals with a diagnosis of ASD has and will continue to affect educational programs throughout the Commonwealth of Virginia.This increase in numbers of children in Virginia's schools

defined group of autism spectrum disorders. Similarly, the information provided may be used across a variety of educational settings from selfcontained to general education classrooms.

has created a call for educational services and supports that are uniquely suited for those with ASD. It is the aim of the Virginia Department of Education (VDOE) to ensure each student, including those with ASD, reaches his or her full potential.This requires individualized and comprehensive educational programming, rooted in evidence-based practices.

While this Models of Best Practice document addresses students in preschool and elementary school, it is recognized that ASD is a lifelong disability. Components of this document may be applied to students in middle or high school with discretion. Application with older students should be considered individually and incorporate professional

The purpose of the Models of Best Practice document

judgment and data-based decision-making.

is to provide the tools required to consistently meet the multifaceted needs of students with ASD in the educational setting.The document outlines comprehensive information on the array of available researchbased strategies and supports. Content will enable teachers and related services staff to identify and implement practices that have the desired effects both on students' short-term functioning and long-term independence.

It is the aim of the Virginia Department of Education (VDOE) to ensure each student, including those with ASD, reaches his or her full potential. This requires individualized and comprehensive educational programming, rooted in evidence-based practices.

We have organized this document in a progressive manner. Considerations for providing an effective education are provided in a logical and meaningful order to help the professional make informed decisions. We recommend moving through the manual systematically beginning with the first section.This document should be read in its entirety. No section(s) should be read in isolation from the rest of the

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Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011

document. Some chapters may be perceived as more relevant to some school personnel or more applicable to certain students. However, it is important for school personnel to be familiar with all components of a comprehensive curriculum and all factors that contribute to evidence-based practices for students with ASD.

There are five major sections: Foundational Competencies, Providing an Effective Education, Addressing Interfering Behavior, Collaboration with the Educational Team, and Case Studies. To enhance understanding, examples of students with ASD are provided at the end of this document. Examples offer descriptive accounts of principles and evidence-based practice applied in real situations. Case examples are to be used only to exemplify a point or illustrate a practice and are not to be directly replicated.

Considerations When Using the Models of Best Practice

This document includes recommendations for assessment and data collection that can generate information needed to make informed decisions.

Implementation of practices should not be an individual decision. Collaboration among educational team members is the key to determine a program that will result in achieving the best student outcomes. Members, which include the individual with ASD, parents, guardians, and other family members, must work together to identify the best strategies and supports and develop a plan that will ensure consistent and effective implementation.This requires ongoing and thorough communication.

Program review and revisions are a core component of educational planning. Frequent evaluation of progress, practices, and implementation is essential. Team members should use data-based decisionmaking to direct changes to a plan or strategy and return to the Models of Best Practice for further information and recommendations.

The Models of Best Practice is based on common strengths and core deficits among individuals with ASD. Despite some similarities, there will be much variation among students' abilities and needs. Practices outlined, therefore, are not to be applied uniformly with every student on the spectrum.The adoption of a particular recommendation outlined in this document must be made while considering the unique needs of the student and the present circumstances.The inherently individual nature of ASD, the broad range and combination of abilities, and the legal mandates for individualized instruction necessitate thoughtful, informed consideration in educational programming design. Implementation of evidence-based practice is complex and requires the integration of research with other critical factors. These factors include:

V Student strengths V Student needs V Student learning style V Student values and preferences V Family values and preferences V Capacity to accurately implement

interventions

The contents of this document represent the evidence-based practices available at the time of its creation. Additional information about ASD and the strategies and supports needed to provide an effective education continue to evolve. It is recommended that readers also seek out more recently published information to supplement the information contained within this document.

Implementation of practices should not be an individual decision. Collaboration among educational team members is the key to determine a program that will result in achieving the best student outcomes.

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Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011

Foundational Competencies

Categories of Autism Spectrum Disorder

ASD is a descriptive umbrella term that encompasses five different diagnostic categories.They are:

V Autistic Disorder V Asperger's Disorder V Pervasive Developmental Disorder - Not

Otherwise Specified (PDD-NOS) V Rett's Disorder V Childhood Disintegrative Disorder (CDD)

Autism Spectrum Disorde

rs

Autistic Disorder

ADsipsoerrgdeerr's

DisCDihnisitloedrghdroeaortdive

Rett's Disorder

PDD-

NOS*

Individual with Disabilities Education Act (2004) ? 34 CFR Part 300.8(c)(1)

*PervaNsiovteODtehveewloipsemSepnetcail

Disorder ed

-

Each of the five categories is characterized by impairment in social interactions, deficits in communication, and patterns of restricted or repetitive behavior. Despite similarities in core areas of impact, each category does have unique characteristics and diagnostic criteria. Of the five disorders above, autism, Asperger's Disorder, and PDD-NOS are the most common; therefore, this document focuses primarily on these three categories.Although Rett's Disorder and CDD present differently than the other ASDs, the characteristics and educational concerns are similar to those of students with ASD and may benefit from the same practices.

Educational Definition

It is the Individual with Disabilities Education Act (IDEA, 2004) that provides the federal educational definition of the disorder.This federal law uses the term "autism" to refer to all Autism Spectrum Disorders. Educators use this educational definition when determining whether a student is eligible for special education and should receive such services under the disability category of autism. Using the federal definition as a foundation, states may outline their own definition and establish specific criteria to determine whether a student has autism and should receive special education services under this category.

Below is the definition of autism provided by IDEA: (i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a student's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. (ii) Autism does not apply if a student's educational performance is adversely affected primarily because the student has an emotional disturbance, as defined in paragraph (c)(4) of this section. (iii) A student who manifests the characteristics of autism after age three could be identified as having autism if the criteria...of this section are satisfied.

Virginia Special Education Regulations

The definition used by Virginia schools can be found in the 2010 Regulations Governing Special Education Programs for Children with Disabilities in Virginia. Virginia uses the same definition of autism provided in IDEA (2004) but further delineated specific

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