Lee's Summit Autism

Thursday, May 21, 2015

Do I Have to Pick Up My Child with Special Needs Every Time the School Calls?

When your house telephone or cell phone rings between the
hours of 8:00am-4:00pm on school days, does a feeling of panic or dread
overcome you, believing that your child’s school is calling? If you
answered yes, then you are not alone. That time, when our special needs
children are in school, and out of our sight, makes our imaginations run
rampant. Seeing the name of the school on the Caller ID, makes our
heart stop, and sets our imaginations into overdrive.

Many times the reason for the call is to come collect our child with
special needs because he/she is requesting to leave, the school doesn’t
feel like dealing with them, or he/she doesn’t want to do the
assignments.

Working and non-working parents alike are forced to scurry to school
in the middle of the day to pick up children for issues that the school
could have typically handled internally. These repeated pick-up calls
beg the question as to whether the school can legally require parents to
come get their special needs children before the school day concludes.

It Depends on the Situation

The short answer to the aforementioned question is it depends on the situation. Your child has the right to attend school. Students can only be kept away from school if they have been officially suspended.
Further, suspension should always be a last resort. The schools should
always try different interventions to help your child before resorting
to a suspension.

Question #1: Has he or she been suspended?

The first question to ask when you have been requested to pick up
your child because of behavioral issues is whether he/she has been
suspended. If he/she has not been officially suspended then he/she
cannot be removed from the school by the administration.

The school, when they call you for a pick-up, in essence, is
requesting that you voluntarily take your child home when there is a
behavioral situation that doesn’t warrant suspension. Schools are
required to provide your child with the necessary supports to benefit
his/her education, and schools must find a way to deal with your child’s
behavior.

If behavior is an on-going issue, then discussions must be had to
find the proper placement for the child. Schools cannot give you
conditions of attendance or even mention or suggest the use of
medication for your child.

A meeting is required

Again, if behavioral issues related to the disability continue to
persist, the school needs to meet with the parents and IEP Team and
determine the best course of action. School is challenging for special
education students and some would rather be at home than school. These
students quickly learn the behaviors that will get them to be picked up
early and will effectuate those behaviors more frequently.

School is the best place

The best place for a child is in a school setting with other
children. Calling parents for early pick-up is a quick route for schools
not wanting to deal with the underlying issues and causes. School
personnel and professionals have far superior training in dealing with
behavioral issues stemming from disabilities than most parents do. That
is why school is the best place for your child during the school day.

Federal and State Law Requirements

Most states have enacted laws or regulations requiring that each
student’s school day be a minimum amount of hours per day, per year.
Under federal and state law, disabled students must be afforded the
same opportunity to participate in and benefit from instruction and
other education-related services that are equal to those provided to
nondisabled students. The ironic part is that the school day is being
routinely shortened for students who can least afford it.

The 2 Big Questions to Ask

There are obviously certain situations where you are glad the school
called and you are happy to extricate your child that day from a very
precarious position. Once in a while is fine. Daily, weekly, and/or
monthly calls are not acceptable. When you get the phone call from the
school requesting you pick up your child, immediately ask:

Is he/she being suspended?
Has he/she been physically injured or harmed?

If the answer from the school to the two above questions is no, you
are not required to come running to the school. You are not being
callous or un-caring, you merely want your child to be educated like all
the other students in the building.

Early Dismissal

Schools in the past have been cited for the early dismissal of
disabled students. “Packing up” disabled students early, before school
is dismissed, deprives them of educational benefit and allows for them
to be treated differently than nondisabled students.

There is no basis for shortening the day of an entire classroom of disabled students. When I use the term “early” I do not mean five minutes, it is typically 30-60 minutes early.
Your child is the consumer, don’t let he/she be deprived of valuable
education time because its more convenient to get them packed up early.

Needs still not being Met?

If you have attempted to discuss these concerns with your school’s
administration or IEP team, with no resolve, your next plan of action
should be to file a state or federal complaint.

Wednesday, May 20, 2015

Lee's Summit R-7 School District: Tony Attwood - Author of The Complete Guide to Asperger's Syndrome

Tuesday, April 7, 2015

He Was Getting Prepared To Defend His Autistic Son, Until The Man In Front Said This.

To my utter shame, I found myself losing my temper at my own son. I was embarrassed, and angry, and frustrated, and felt cheated by God for not being able to enjoy a normal vacation with our family because of this damn affliction of my son. And then I realized I was close to losing it too.

I started to wonder what life would be like without having to deal with this cross.

And just as the reactions by the other passengers was becoming most intense, a man seated just in front of me turned around to face me.

I braced myself for his onslaught of advice on how to raise a well-behaved child.

Then he said calmly, "Is he alright?"

I said, "He's autistic."

Then the man said, "It's alright." And he smiled.

Monday, April 6, 2015

Radical Neurodivergence Speaking: The Things You Want People To Do To Your Kids

autism wars: On Digital Exhibitionism By Autism Parents: Why Parents Live Tweeting Their Disabled Children's Worst Moments Is Red Flag That Should Concern Everyone

Saturday, March 7, 2015

Does your school have a secret history of abusing disabled children? Find out here - National special education | Examiner.com

Does your school have a secret history of abusing disabled children? Find out here - National special education | Examiner.com

Missouri
1. North Mercer R3, Mercer, MO (Seclusion Room: Closet converted to seclusion room)
2. Underwood Elementary School, Lee’s Summit R-7 School District, Lee’s Summit, MO (Seclusion: Child kept in closet for most of a month)

Friday, March 6, 2015

Lee's Summit R-7 School District: Do NOT Let The State of Missouri and Lee's Summit R-VII Steal Your Child's Future

I was talking to a friend today and some things came to mind. Many people want to know why I fight with the school district and the State. I have earned quite a reputation as a crazy mom. There are many people that are happy with the education that their children are getting and wonder why I am not. Well, let me explain it to you.

I have known that my son has autism since he was three years old. I lived in a very small town in Illinois with the population of 1,200. I had twin daughters that were 5 years old and were in all day kindergarten. The town was having testing for children 3-5 years of age. I thought it was to see where they were academically and what they needed to work on prior to starting kindergarten. My son was three years old and the only child that I had home during the day. I signed him up for the testing and took him up to the school. I wasn’t sure if he would go through it because he was a screamer. I don’t mean that he screamed every once in awhile. I mean that he screamed 24/7. For the first two and a half years of his life he would sleep for 30 minutes and scream for the next two hours. This went on all of the time. He didn’t speak or even make noises. He never said MaMa or DaDa. He just screamed. When you tried to hold him he would arch his back. He never reached for me and even really acknowledged me. He just screamed. I had asked the pediatrician and he said boys don’t talk as early as girls and some babies cry more than others. So, they took him into another room for awhile and when they brought him back they said that if they felt that he needed to start Early Childhood they would call me within a week. Within three days I received a phone call. They weren’t sure what his issues were, but the district felt that he "wasn't right" and put him into school. They didn't know what the problem was, but they were determined to find out and give the best that they had.

This was a town of 1,200 people. The school district was a combination of two towns with a combined population of 2,000. Their resources were very limited. I didn't even know that my child had an issue. I was blind. Something that would affect my judgment for the next ten years.

These wonderful people put my son into a classroom of six students and two teachers. They gave him OT and ST. They worked on his social skills. They worked on any issue that came up. Not because they had to. He didn't even have an IEP yet. They did it because they saw a child that needed help to be successful in life. They treated him like a human being that needed guidance and support. He was not another drain on their budget. They had practically no budget. It didn't matter. HE mattered.

When he was four they did some educational evaluations. This was before the internet. This was before anyone knew anything about autism. They said that his tests came back with some very odd results. They said that he was way at one end of the curve on some things and at the other end of the curve on other things. There was nothing in the middle. They said that he didn’t make eye contact. I had never noticed this. They said that he didn’t play with other children. That he would only parallel play. They said that he used dramatic and constructive play, but not interactive play. He could name colors, count up to 12, and recognized numbers. He could sequence objects by size and understood concept of big. He needed a routine and things had to always be the same and if it was not it would throw him off. He would flap his arms and rock when he became excited. He couldn’t follow simple instructions. He displayed a short attention span. He was very interested in Thomas the Tank Engine and could name every engine, their color, and their number. He could tell the name of a Disney VHS tape just by the font. You could lay out the movies, without the box, and he could name the movie just because of the font. I never even noticed that each movie had a different font. They took all of this information and started reading. They found that he exhibited many language, behavior, and socialization characteristics that may indicate a pervasive developmental disorder. They included: late talking, limited variety of responses, non-use of greetings, lack of conversation, lack of playing with others, limited eye contact, perseverative language, echolalic language, arm flapping, strange attachment to objects, and an ability to repeat video scripts verbatim.

When my son was five we moved back to Kansas City. This is where my husband and I were raised. We carefully called and interviewed every school district on both sides of the state line. We wanted to make sure that Jake would get the best that Kansas City had to offer.

After several phone calls and interviews we chose Lee's Summit. I went and told the personnel here that the district in Illinois felt that Jake wasn't ready for regular kindergarten. They felt that he needed 1 on 1 or small group instruction for at least one more year. It stated it in his IEP. Lee's Summit assured me that they were a big district that could handle all of his needs and issues and that the best thing for Jake was going to kindergarten. Once again, I was blind.

Jake went to Prairie View from kindergarten through sixth grade. He had some amazing teachers there. They were kind, supportive, and made accommodations that his IEP didn't call for. We had no issues there. I truly felt that we had picked the best school district that we could have. I volunteered in his classroom every week for at least 2-3 hours. I helped with the school carnival. I helped with health fair. I wrote to the Kansas City Star and told them what an amazing job they were doing with my son.

I didn't know much about autism and I felt like the district was doing all that Jake needed. Little did I know that when he got into high school my only hope for him would be living in a group home. That is where we are now. On his IEP the district has decided that his transition program would be to live semi-independently.

WHY? Because the district never addressed his autism. They didn't address his dysgraphia. They didn't address his social issues. They didn't address his written language issues. Why didn't they? I didn't demand it. In seventh grade the only goal he had on his IEP was to be able to write a paragraph. This is a child with autism, dysgraphia, and a written language deficit.

I thought that you had to believe in the experts and trust them. That blindness has caused the loss of my son's independence. If I had educated myself and fought for him, he would have a different future. His future was stolen and I stood back and let it happen.

I gave the school district a five year old with potential. They have given back a child that will never leave home. I let them do this to my child. My silence and acceptance granted them permission to destroy my son's future. He could have been an independent taxpaying citizen. Now he will be a burden on tax payers. Not to worry, Lee's Summit. You have no group homes here, so he won't burden your city.

My son dropped out of school on May 11, 2009. It was his sixteenth birthday. No longer could I allow them to destroy him physically, mentally, and emotionally. He was receiving no services and his anxiety level was through the roof. They were not helping him academically. His psychologist discovered that he couldn’t multiply or divide. The district’s answer was that they would allow him to use a calculator. This is a child with a nonverbal IQ of 137.

Your children still have a chance. Your children still have a future. I pray that none of you ever have to read the following and have it apply to your child. But, if you continue to sit back and do nothing, you will face the same situation that I face today. I let the State of Missouri and the Lee's Summit School District steal my son's future. I will live with that until the day that I die because Jake will be living with me until the day I die. What will happen to him after that, only God knows. I pray that you never have to go to bed at night and think about that.

Jake's future goal, according to the school district, is to live semi-independently.

Wednesday, November 19, 2014

Autism and Academics: What Every Parent Needs to Know | Autism Key

Any parent with a school-aged child knows that both classroom issues and homework can often be overwhelming for students. And no one knows that better than the parents of a child with autism. Not only do autistic students have an academic curriculum, but they have a social curriculum which is every bit as demanding and exhausting. Deciphering a myriad of social cues, making incessant transitions, contending with sensory input – it’s a day’s work in itself. Is it any wonder that they balk when it’s time to hit the books at home?

Parents, take heart. Accomodating for a child with autism is their legal right.

Extensions on due dates and taking a class pass/fail instead of having a letter grade can be very helpful in easing the stress and anxiety that are commonly associated with academics. If your child is dyslexic as many with autism are, proper spelling should not impact his or her grade. If writing out ideas is particularly odious or poor penmanship associated with fine motor skills is a problem, your child can have a scribe.

Additionally, accomplishing assignments in short bursts with breaks in between can relieve the stress of a long assignment.

The renowned autism expert, Dr. Tony Attwood, has written extensively on the subject of homework and academics for autistics in his books and articles. After invoking his sage advice that autistics work no more than thirty minutes a night on school work, one teacher let me initial my son’s homework after a half-hour spent, then considered him done.

In the classroom, many useful ideas can be written into an IEP such as using a keyboard instead of taking notes longhand, having a calculator, learning math with computer software instead of in a group, and creating a cozy corner with pillows and books for the over-stimulated youngster to retreat to.

Listening to an iPod is helpful as well if your child is soothed by music. Middle and high school students can be dismissed five minutes early from class to avoid the crush of humanity in the halls and be given time during the day to do their homework at school.

You know your child best. Give free expression to your ideas about what would enhance their learning experience, then work to have them implemented.

Improvement in the quality of your child’s educational life through your efforts, on their behalf, is a profoundly gratifying experience and something that should not be overlooked.

Sunday, November 9, 2014

Inclusive Education for Autism Varies by State - West Palm Beach Autism & Education | Examiner.com

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) (P.L. 108-446) (http://idea.ed.gov/) guarantees a free and appropriate public education (FAPE) in the least restrictive environment (LRE) for every student with a disability. The LRE provision mandates that “to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” In general, inclusion (or inclusive education) with typical peers is often considered to be the best placement option for students with disabilities.

Child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. However, where a child lives may significantly impact whether they are placed in an inclusive or segregated classroom, a new national analysis suggests. The study published online in the journal Focus on Autism and Other Developmental Disabilitiesexamined external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. The findings revealed that considerable variations exist among states in placing students with autism spectrum disorder (ASD) in inclusive, mainstreaming, self-contained, and separate schools. Specifically, states vary substantially in the percentage of students with ASD educated in each setting, with some states trending consistently toward less restrictive settings (Colorado, Connecticut, Idaho, Iowa, Minnesota, Nebraska, North Dakota, West Virginia, and Wisconsin). Other states, however, are consistently representative of more restrictive settings (Alaska, Delaware, Florida, Hawaii, Louisiana, New Hampshire, New Jersey, New York, South Carolina, and Washington, D.C.). Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes.

These findings suggest that factors that are external to child characteristics (IQ, severity of ASD symptoms) influence educational placement decisions for students with ASD. Overall, it is unlikely that child characteristics alone determine placement outcomes. The author states that it is arguably safest to assume that the first placement for a student with ASD would be an inclusive setting. Analysis of the public data presented in this study suggests that many states are still falling short of including students with ASD in general education settings for significant portions of the day. This indicates the critical importance of shifting the argument from should we include students with ASD in general education to understanding how to include students with ASD meaningfully and successfully in inclusive settings. It is critical to identify how those practices that benefit students with ASD, including structure (visual supports, communication supports, and social supports), positive behavior supports, and systematic instruction, can be implemented meaningfully and seamlessly in general education settings. Lastly, those who place students with ASD in educational settings should determine the unique needs of the individual, and match those needs to specific supports and services that will be provided in general education settings.

Jennifer A. Kurth, Educational Placement of Students With Autism: The Impact of State of Residence, Focus on Autism and Other Developmental Disabilities, first published on September 3, 2014 doi:10.1177/1088357614547891.

Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools, published by Jessica Kingsley Publishers. He is also editor of a text in the APA School Psychology Book Series, Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools and author of the soon to be released book, Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT.

If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at http://bestpracticeautism.com.

Tuesday, October 21, 2014

Children with Autism Less Physically Fit - West Palm Beach Autism & Education | Examiner.com

As the incidence rate of autism spectrum disorder (ASD) increases, so does the interest in the health and well-being of individuals on the spectrum. Similar to their typically developing peers, children and youth with ASD face increased rates of obesity and decreased engagement in physical activities. Reviews of physical activity patterns indicate that older adolescents with ASD are less physically active than their younger peers with ASD. Profiles of motor skills and physical fitness in children and youth with ASD have also documented delayed performance levels.

A research study published in the peer-reviewed journal, Autism Research and Treatment found that children with autism spectrum disorder (ASD) are less physically fit and active than their typically developing peers. The purpose of the study was to examine the physical activity and fitness of school-aged children with ASD in comparison to typically developing peers. Participants with ASD completed diagnostic and developmental assessments and a series of physical fitness assessments. The results indicated that children with ASD were less physically fit, in the strength domain, and less physically active than their peers without disabilities. Even though the children with ASD were less active, the researchers found that they were similarly capable in nearly all of the fitness tests. “That’s really exciting, because it means those underlying fitness abilities are there,” said Megan MacDonald of Oregon State University who coauthored the study.

The results of the study provide further evidence that children with an ASD face health differences, and that efforts to promote physical activity in school and through public health initiatives need to include children and youth with ASD. The findings also present important evidence for parents and teachers that children on the autism spectrum are capable, but may need more opportunities to be active. This has implications for intervention and program planning. For example, adapted physical activity programs are one avenue with intervention potential to battle the lower levels of physical activity and fitness found in children with ASD. Parents, teachers, and administrators are encouraged to include students with an ASD in physical fitness and physical activity assessments and provide them with individualized information about related behaviors that can impact their health into adulthood. Lastly, additional research is needed to understand why individuals with autism spend more time in sedentary activities.

Kiley Tyler, Megan MacDonald, and Kristi Menear, “Physical Activity and Physical Fitness of School-Aged Children and Youth with Autism Spectrum Disorders,” Autism Research and Treatment, Volume 2014, Article ID 312163, 6 pages.http://dx.doi.org/10.1155/2014/312163

If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at http://bestpracticeautism.com.

Friday, October 17, 2014

Lee's Summit R-7 School District: What The District Is Not Addressing

Real Life Statistics

According to a National Autistic Society survey of over 450 children and adults with autism, an astonishing 70% of adults with autism are unable to live independently. Of these individuals, 49% live with family members, creating a huge financial burden on aging parents, and 32% live in residential care facilities, which offer little or no privacy, autonomy, or stimulation.

Only 3% of adults with autism live fully independently. In terms of employment, only 6% of adults hold paid, full-time jobs. Regarding mental health, over half of adults with autism have been diagnosed with depression some time in their adult life while 11% say they have suffered a "nervous breakdown."

And even though the majority of adults surveyed had participated in at least two autism interventions in childhood, 65% continue having difficulty making friends. Of teens surveyed, 74% stated that they had difficulty making friends. Of children under 13 years old, 31% participated in no social activities at all.

Clearly this data shows the burden on quality of life for adults with autism, issues such as independence, self-determination, employment, mental health, social support, and meaningful relationships are virtually ignored when planning treatments, assessing treatment outcomes, or evaluating an overall program’s effectiveness.

Adults with autism are in need of treatment programs which focus on improving family life, self-perception, self-esteem, confidence, ability to compete in employment opportunities, the ability to live in the least restrictive environment, ability to decrease depression, anxiety, and other mental health concerns, for more successful outcomes.

Monday, October 13, 2014

Lee's Summit R-7 School District: Erosion of Our Rights

Lee's Summit R-7 School District: Erosion of Our Rights

The District wants the Missouri Human Rights Act to be realigned with Federal Standards in their self-serving way as Legislative Priority 8 states but when it comes to everything else basically, they want the Feds to butt out.

I think we need to work together to get Legislative Priority Item 8 removed from the Legislative Platforms of the 30 school district members of the CSDGKC.

I would like to see that patrons understand that LSR7 Legislative Platform PRIORITY POSITION #8 HAS NO EDUCATIONAL PURPOSE. I do not want my tax dollars used to erode civil and human rights of the citizens of Missouri. I believe the CSDGKC and LSR7 are getting too involved in politics considering the purpose of both is supposed to be EDUCATION.

The Cooperating School Districts of Greater Kansas City (CSDGKC Inc.) operates as a Missouri EDUCATIONAL Service Agency (ESA). A CSDGKC sister organization, the CSDGKC Foundation holds 501(c)(3) status. In order to provide consistency and continuity, the board of directors for the CSDGKC Foundation is the same as the CSDGKC board.

CSDGKC Inc. is a diverse, accomplished educational cooperative association. CSDGKC represents 29 school districts and provides cutting-edge, state-of-the-art collaborative professional development services to another 19 school districts or schools. CSDGKC serves rural, suburban, and urban communities from 13 Missouri Counties. We represent over 188,000 students and 30,000 employees. CSDGKC Inc. is governed by public school districts in Bates, Buchanan, Caldwell, Cass, Clay, Clinton, Jackson, Johnson, Lafayette, Platte, and Ray Counties.

Adrian R-III School
Archie R-V School District
Belton School District #124
Blue Springs School District
Center School District
Excelsior Springs School District
Fort Osage R-1 School District
Grain Valley School District
Grandview C-4 Schools
Harrisonville Schools
Hickman Mills C-1 School District
Independence School District
Kansas City Public Schools
Kearney R-1 School District
Lathrop R-II Schools
Lee’s Summit R-7 School District
Liberty Public Schools
Lone Jack C6 Public Schools
North Kansas City Schools
Oak Grove R-VI School District
Park Hill School District
Platte County School District
Pleasant Hill R-III School District
Raymore-Peculiar School District
Raytown School District
Richmond R-XVI School District
St. Joseph School District
Smithville R-II School District
West Platte School District

Missouri Human Rights Act to federal standards. It isn't to benefit education and students, it is to shield administrators from financial accountability for their acts of discrimination. It is also to please the school district's business donors and please the local Chamber of Commerce. This will make it hard to prove discrimination even when that is what has happened. The erosion of the Missouri Human Rights Act is a big step back in civil rights progress made in this country. This is why it is critical to spread the word in our communities that we as Patrons/Stakeholders want this removed from the Legislative Platform of our school district. This impacts school populations and all people who experience discrimination in their jobs, housing and public accommodations in the state of Missouri. This change in the MHRA will impact all who experience discrimination in Missouri.

The Missouri Commission on Human Rights will take your charge and investigate the alleged discrimination, harassment ... If they find discrimination, then they will either help the parties settle or if the MCHR feels they should have a hearing about the case, they do that. The parents of the child or the school employee who experienced discrimination, does not have to file a lawsuit, they don't have to hire an attorney. The MCHR helps with all of this, holding the person and entity involved responsible for the discrimination if they find that in the case. The school district's officials will be shielded from financial liability if the MHRA is eroded. Governor Nixon has vetoed Bills two times. Schools are using their Legislative websites to promote their agenda, which includes #8.

Thursday, October 9, 2014

What Do School Personnel Know About Autism? - West Palm Beach Asperger & Education | Examiner.com

Autism spectrum disorders (ASD) affect approximately 1 to 2 % of the school-age population. The majority of children with autism are educated within the public school system, most often in general education classes, either full- or part-time. Thus, teachers (regular and special education) and other school personnel must be familiar with current best practices for identifying and treating children with ASD. However, many do not have formal training in educating and intervening with this group of children. To address the increased need for services in school settings, it has been recommended that school personnel participate in trainings to develop the skills and competencies necessary to provide effective services to students with ASD. Although a review of the literature suggests that school personnel are receiving some specialized training related to autism, there continues to be a pressing need for more continuing education opportunities and improved preparation. It is vital that school personnel understand this complex disorder in order to help students achieve positive outcomes, especially since they share the responsibility of educating the increasing number of children being identified with ASD.

Pilot Study

Although there is a paucity of research focusing on school personnel's perceived and/or factual knowledge of autism, a pilot survey published in the School Psychologist provides us with an exploratory investigation of teacher, counselor, and paraprofessional knowledge of autism. The survey attempted to answer the following questions: (a) To what extent do school personnel (teachers, counselors, and paraprofessionals) perceive that they are competent in their understanding of autism?, (b) What is school personnel's factual knowledge of autism (definition, assessment/diagnosis, and treatments)?, and (c) To what extent do school personnel that work directly with students with autism differ in their perception and factual knowledge of autism in comparison to those who do not work with students with autism?

Participants

Fifty-four school personnel from a southwestern state participated in the pilot survey. Participants were school district employees enrolled in various graduate level majors who were attending a small university (within the college of education) in the Southwestern United States. The sample included 26 general education teachers, 14 special education teachers, 7 school counselors and 7 paraprofessionals. Seventy percent indicated that they worked directly with students diagnosed with autism (instructor, interventionist, care-provider, etc.), while approximately 30 percent indicated that they indirectly served students with autism (consultant, academic planning, multidisciplinary team member, etc.). A majority indicated that they had never participated in autism training(s) and when asked whether they would like to take part in future training(s), most indicated that they did not have a desire to participate.

Participants completed two measures developed by the authors, a Perceptions Survey and a Knowledge Survey. Both measures contained items derived from empirically-supported findings in the research literature. The Perceptions Survey items were designed to assess the respondents' perceived competence of their knowledge and ability to implement research findings. The Knowledge Survey items were designed to assess the respondents' factual knowledge of research findings about autism (definition, assessment/diagnosis, and treatment).

Results

The results of the survey indicated that overall, the perceived competence of general and special education teachers, school counselors, and paraprofessional regarding their knowledge of autism was average. Although school personnel that work directly and indirectly with students both reported having average perceived competence, those providing direct service had a statistically significantly higher level of perceived competence. The results of the Knowledge Survey indicated that school personnel who work directly with students correctly defined the disorder, while those that do not demonstrated moderate knowledge with some errors. However, school personnel's factual knowledge about the assessment/diagnosis and treatment of autism was low, regardless of whether services were delivered directly or indirectly.

Discussion

The findings of this pilot survey raise several important questions about school personnel’s perceived and factual knowledge about autism. A majority of participants indicated they had no prior training and expressed little interest in receiving education related to autism in the future. This is concerning, given that all participants working with students with autism, either directly or indirectly, reported average perceived competence yet demonstrated a low level of factual knowledge. This divergence suggests that teachers, school counselors, and paraprofessionals may overestimate their factual knowledge about autism and as a result, fail to see a need for additional training.

Despite the study’s limitations (e.g., small sample size) and need for further research relating to school personnel’s perceptions and knowledge, the results have significant implications for school-based practice. For example, administrators, supervisors, and support professionals such as school psychologists should exercise caution when assuming that school personnel have an adequate factual understanding and working knowledge of autism. It is also important to recognize that anecdotal reports are insufficient when determing the need for training and that direct assessment of factual knowledge is required. Failure to correctly identify training needs can have a negative effect on screening/assessment and intervention selection, planning, and implementation. The results also raise an important question as to what extent school personnel’s perceived knowledge about autism might limit their willingness to participate in training and contribute to resistance in consultation.

Concluding Comments

There is a critical need for more coordinated efforts among community and school professionals for the training of teachers in evidence-based instruction and behavioral management practices for children with ASD. Because the knowledge base in ASD is changing so rapidly, it is imperative that school personnel remain current with the research and up to date on scientifically supported approaches that have direct application to the educational setting. For example, some intervention and assessment procedures require a specific knowledge base and skills for successful implementation. It is vital that service providers understand best practice procedures across school, community, and home settings. School personnel can help to ensure that students with ASD receive an effective educational program by participating in training programs designed to increase their understanding and factual knowledge about assessment and intervention /treatment approaches.

Williams, K., Schroeder, J. L., Carvalho, C., & Cervantes, A. (2011). School personnel knowledge of autism: A pilot survey. The School Psychologist, 65, 7-9.

The complete article is available at http://www.apadivisions.org/division-16/publications/newsletters/school-psychologist/2011/04/autism.aspx

Wilkinson, L. A. (2010). A best practice guide to assessment and intervention for autism and Asperger syndrome in schools. London, Jessica Kingsley Publishers.

School Psychologists Need More Training in Autism - West Palm Beach Autism & Education | Examiner.com

More children than ever before are being diagnosed with autism spectrum disorders (ASD). The U.S. Centers for Disease Control and Prevention (CDC) now estimates that 1 in 88 eight year-old children has an ASD. The occurrence of autism is also evident in the number of students with ASD receiving special educational services. Data collected for the Department of Education indicate that the number of children ages 6 through 21 identified with autism served under the Individuals With Disabilities Act (IDEA) quadrupled between 2000-01 and 2009-10; rising from 93,000 to 378,000 students and increasing from 1.5 to 5.8 percent of all identified disabilities.

Given the dramatic increase in ASD, school psychologists and other school-based professionals are now more likely to be asked to participate in the screening, identification, and educational planning for students with ASD than at any other time in the past. Moreover, the call for greater use of evidence-based practice has increased demands that school psychologists be knowledgeable about evidence-based assessment and intervention strategies for students with ASD. Guidelines and standards have been developed recommending best practice procedures for the assessment and treatment of ASD. There is a large and expanding scientific literature base that documents the existence of two major elements of evidence-based practice: assessments shown to be psychometrically sound for the populations on whom they are used and interventions with sufficient evidence for their effectiveness. Although school psychologists are often called on to assume a leadership role in evaluating, identifying, and providing interventions for students with ASD in our schools, there is little research to show how closely school psychologists align their practices with the parameters of best practice. Due to the increase in the number of children receiving special education services under the classification of autism, research is needed regarding the preparedness of school psychologists and schools to address the needs of children with ASD.

Recent Surveys

Although there is a paucity of research focusing on the delivery of school psychological services for students with ASD, there are several national surveys which provide exploratory information regarding school psychologists’ level of knowledge in the area of autism assessment and intervention; assessment methods, measures, and techniques; level of training; and perceived level of preparation and confidence.

Aiello & Ruble (2011) investigated school psychologists’ knowledge and skills in identifying, evaluating, and providing interventions for students with ASD. A total of 402 participants from 50 states completed their survey. Results indicated that despite a limited amount of training received during their graduate education or pre-service training for working with the autism population, most school psychologists’ self-reported knowledge of ASD was in the expected direction for agreement. However, there were gaps in knowledge regarding the differences between emotional and behavioral disorders and autism, developmental delays and autism, and special education eligibility versus DSM-IV diagnoses that need to be addressed through more training. The survey also indicated the need for additional training opportunities in providing interventions, strategies, and supports for students with autism in the following areas: developing family-centered educational plans; training peer mentors; and translating assessment information into teaching goals and activities.

Rasmussen (2009) also completed a national survey of school psychologists to determine their level of knowledge in the area of autism assessment; level of training; and perceived preparation and confidence in providing services to children with ASD. Results indicated that training positively affected school psychologists’ knowledge about autism; their levels of involvement with students with autism; and their perceived levels of preparation to work with this population. Of the 662 participants, the majority accurately identified diagnostic features and true and false statements about autism, suggesting an adequate understanding of autism. Participants with more training reported an increased level of involvement on multidisciplinary teams and an ability to diagnose autism when compared to those with less training. Brief rating scales were among the most commonly used instruments, while more comprehensive and robust instruments were among the least-often employed, suggesting school psychologists are either not trained or are limited in the time and resources needed to use evidence-based instruments. Participants felt more prepared to provide consultation and assessment services and less prepared to provide interventions. Although a majority (96.5%) of the respondents reported they had attended workshop presentations or in-service trainings on autism, less than half (43.7%) had completed formal course work in autism in their training program and less than one third (32.3%) had internship or residency experience with autism. These data and previous research suggest school psychologists need more formal training and experience in meeting the needs of individuals identified with autism.

Singer (2008) surveyed 199 school psychologists regarding the frequency with which they were called upon to provide services to students with an autism spectrum disorder (ASD); services they actually provided to those students; and their perceptions of the training and experience they had pertaining to the assessment and treatment of ASD. Additionally, the study surveyed 72 graduate programs in school psychology to determine the extent to which these programs prepared new school psychologists to work with children who have ASD. A majority of respondents (64%) reported using only brief screening instruments to identify students. Although able to identify the “red flag” indicators of ASD, very few school psychologists perceived their training as adequate. Only 12.6 % of respondents indicated that they had sufficient coursework in ASD and only 21% indicated that they had sufficient practicum experience. Just 15% indicated that their overall training with ASD was “completely adequate.” Only 5 of the 72 (16.9%) school psychology programs surveyed offered a specific course in ASD; most indicating that the topic was addressed in other courses. According to the author, the survey data suggest that school psychologists lack adequate knowledge about evidence-based instruments and procedures available to screen, assess, and intervene for ASD.

Conclusion and Recommendations

As more and more children are being identified with ASD and placed in general education classrooms, school psychologists will play an ever increasingly important role in identification and intervention, as well as offer support, information, consultation, and recommendations to teachers, school personnel, administration, and families. Therefore, it is essential that they be knowledgeable about evidence-based assessment and intervention strategies for this population of students. Despite the limitations inherent in survey research, the data from these studies suggest that school psychologists are not adequately prepared to provide evidence-based assessment and intervention services to children with ASD. The survey research illustrates a significant discrepancy between best practice (evidence-based) parameters and reality when it comes to the practice of school psychology and ASD in the schools. Federal statutes require that school districts ensure that comprehensive, individualized evaluations are completed by school professionals who have knowledge, experience, and expertise in ASD. Although surveys indicate sufficient knowledge of the signs and symptoms associated with ASD, there is a critical need for school psychologists to be trained and develop competency in evidence-based assessment and identification practices with children who have or may have an ASD. For example, a majority of survey respondents reported using brief screening measures such the GARS and/or GADS in assessment and identification, both of which are not recommended for use in decision-making (Brock, 2004; Norris, M., & Lecavalier, 2010; Pandolfi, Magyar & Dill, 2010; Wilkinson, 2010). In contrast, evidence-based tools such as the ADOS, ADI-R, CARS, and SCQ were used less a third of the time in ASD assessment. Thus, while evidence-based instruments are available for the reliable, thorough assessment of students with ASD, school psychologists either do not have access or lack sufficient training to make them a part of their practice in the schools.

Because the knowledge base in ASD is changing so rapidly, it is imperative that school psychologists remain current with the research and up to date on scientifically supported approaches that have direct application to the educational setting. School psychologists can help to ensure that students with ASD receive an effective educational program by participating in training programs designed to increase their understanding and factual knowledge about best practice assessment and intervention /treatment approaches. Recommendations culled from the survey findings include the following: (a) school psychologists need more in-depth, formal training complete with supervision and consultation; (b) school psychology training programs should focus more energy on teaching intervention strategies for students with autism and include a separate course in ASD as part of the curriculum; (c) increase the use of more psychometrically sound autism instruments such as the ADOS and ADI-R in schools to provide better identification and more complete intervention strategies; (d) consider resident ASD specialists within the school and train teams of school professionals to work as a unit with the autism-related cases to ensure that the personnel are well-trained and have the experience necessary to conduct reliable and valid assessments and treatment planning; (e) provide training for all school psychologists on best practice guidelines for screening and assessment of ASD and identify measures with and without empirical support; and (g) develop closer relationships with ASD experts and service providers in the community. School districts may also want to consider levels of training, levels of education, and years of experience when assigning school psychologists who work with children who have ASD. Finally, the National Association of School Psychologists (NASP) may consider developing guidelines and recommendations regarding the minimal competencies needed in order to work with special populations such as students with ASD.

Aiello, R., & Ruble, L. A. (2011, February). Survey of school psychologists’ autism knowledge, training, and experiences. Poster presented at the annual convention of the National Association of School Psychologists, San Francisco, CA.

Brock, S. E. (2004). The identification of autism spectrum disorders: A primer for the school psychologist. California State University, Sacramento, College of Education, Department of Special education, Rehabilitation, and School Psychology.

Norris, M., & Lecavalier, L. (2010). Screening accuracy of level 2 autism spectrum disorder rating scales: A review of selected instruments. Autism, 14, 263-284.

Pandolfi V., Magyar C. I., & Dill C. A. (2010). Constructs assessed by the GARS-2: factor analysis of data from the standardization sample. Journal of Autism & Developmental Disorders, 40, 1118-30.

Rasmussen, J. E. (2009). Autism: Assessment and intervention practices of school psychologists and the implications for training in the united states. Ball State University). ProQuest Dissertations and Theses, 192. UMI Number: 3379197

Wilkinson, L. A. (2010). A best practice guide to assessment and intervention for autism and Asperger syndrome in schools. London: Jessica Kingsley Publishers.

Dr. Wilkinson can be reached at http://bestpracticeautism.com