Steps for Summarizing ED ID Data

 

Now that you have all of the information collected about the child’s current and past functioning, take yourself through these steps:

  1. Make a list or complete a summary table (like the one below) that provides a structure for your observations of behaviors that you saw, heard about, or read about in other reports or historic records that are consistent with a possible autism spectrum disorder, as well as those that are not usually associated with an autism spectrum disorder.Be sure to integrate reports from various sources (e.g., teachers, parents, providers).

  2. Look for consistencies by asking:

    “Is there report of social-communication problems in more than one setting or by more than one reporter?” (consistent with ASD)

    “Do these social-communication challenges seem to be pervasive and chronic (consistent with ASD) or do they seem to come and go, only affecting the student occasionally or while under stress (more consistent with SED)?”

  3. Look for inconsistencies by asking:

    “Do any behaviors seem different in different situations or settings?” (this sometimes happens in ASD)

    “What kinds of insights does this give you about the student?”

  4. Look at the student’s overall developmental level, or overall estimated intellectual potential or other assessment of general cognitive functioning and ask:

    “Are the student’s social-communication, play and flexibility as expected for his/her overall functioning or are they specifically impaired?” (most students with autism have adaptive behavior scores that are lower than their intellectual potential).

  5. Review the existing data and list of features of autism that have been reported or endorsed.Develop a list of ways these features impact the student’s educational performance. (See attached Impact Worksheet”)Ask yourself:

    “Are these social-communication problems and difficulties with behavioral flexibility interfering with school performance?”

  6. IF YOUR REVIEW OF THE DATA SUGGESTS YOU HAVE EVIDENCE FOR FEATURES OF AUTISM IN COMBINATION WITH EVIDENCE OF IMPACT ON EDUCATIONAL PERFORMANCE, THEN AN EDUCATIONAL IDENTIFICATION OF ASD MAY BE APPROPRIATE.

 

SUMMARY OF RESULTS FROM SCREENING FOR ASD

 

Student’s name:  ________________________________

Date of Birth:  ________ Age: ________ Grade: ________

Screening Summary completed by:  ___________________________________

Date of Summary:  ______________________

Screening tool used

Reporter (completed by parent, teacher, other?)

Behaviors consistent with a possible ASD

Behaviors not consistent with a possible ASD

Does score indicate risk for ASD?