School districts across New York are seeing increased numbers of students diagnosed with an autism spectrum disorder.  In many cases the students are doing well as they engage in the general education curriculum.  In others, however, the unique learning and thinking styles related to autism can make this access more challenging.

We can support schools as they strive to ensure success for all learners.

Consultation
We can provide a valuable professional resource to school districts in assessing  needs, reviewing programs, and developing research-based and “school friendly”  solutions to the learning and behavior needs of students with spectrum disorders.


Program Planning
Students diagnosed with an autism spectrum disorder can present unique challenges in the educational setting.  No two students with autism are the same, and just as each student with autism has his or her own personality, the characteristics of autism present in ways specific to that individual student.  Because of this, there is no one formula that fits the needs of all students with autism.

When a student with autism has had difficulty reaching his or her potential in the current placement, or if the “autism behaviors” consistently get in the way of learning or interactions with classmates, we can help.

By observing the student and consulting with the teachers and therapists, we can identify the areas that are working and create autism-friendly alternatives that are practical and effective in the school setting.  In addition, we can create easy to use and efficient data keeping and information sharing forms specific to this student’s program and guide the staff in their use and interpretation so that they can plan future learning and supports.

Student Observations
Many students with autism who have good cognitive skills or those with  Asperger Syndrome can initially dazzle their teachers with their impressive recall  of facts or vocabularies.  These same students, however, can gradually lose  ground as their difficulties with comprehension or abstract understanding  accumulate.  By observing a student across naturally occurring school settings, we  can examine skills and behaviors identified by school staff as interfering with  learning. 

We provide the district with a written report of what we observed, what elements  of autism we believe were involved, and a list of practical interventions that can  be applied in the school setting.  We are then happy to discuss how we can  measure and judge the success of the interventions, plan further modifications as  needed, and document the student's progress for future reference.

Classroom set up
When districts determine the need to create a self-contained classroom or a home  base for students with autism, creating the right environment, routines, activities  and materials assures an optimal transition for those students. 

Using the principles and applications of structured teaching as developed at UNC  Division TEACCH, we use the assessed skills and behaviors of the individual  students as well as an understanding of the needs and strengths of learners with  autism to create a setting that fosters learning and independence across all areas.

Working collaboratively with district staff, we demonstrate the efficiency and  enjoyment that a structured classroom brings to both students and staff.  Many  behavior problems that result from a lack of understanding can be quickly  resolved by the application of elements of structure in the student’s school day

Evaluations
In planning programs and supports for students with spectrum disorders, we need  to balance the strengths and needs of the individual student.

We have found two instruments that were created specifically for learners with  autism  to be valuable in understanding their distinctive learning profiles.

PEP – 3   The Psychoeducational Profile: Third Edition is a tool that helps   assess the skills and behaviors of children with autism and communicative disabilities with a developmental age between 6 months and 7 years. It  yields a clear profile that charts the characteristically uneven development  seen in autism and also notes emerging skills and autistic behavioral  characteristics. It is a valuable instrument that assists in the educational  programming for younger children with disabilities and is particularly  useful in planning for older students' Individualized Education Programs.
The function domains for the PEP-3 have been revised to reflect current  research and clinical concerns, especially in the area of social and   communication functions. The test yields 3 composite scores   (Communication, Motor, and Maladaptive Behaviors) covering ten  performance subtests: Cognitive Verbal/Preverbal, Expressive Language,  Receptive Language, Fine Motor, Gross Motor, Visual-Motor, Imitation,  Affective Expression, Social Reciprocity, Characteristic Motor Behaviors,  and Characteristic Verbal Behaviors.

The PEP-3 includes a Caregiver Report that asks the parent or caregiver to estimate the child's developmental level compared with typical children.  This form has been shown to help orient teachers to a student's   developmental inconsistencies and provides professionals with useful  information needed for comprehensive complete planning.
The PEP-3 is especially useful for teachers and families in identifying  learning strengths and focusing on teachable skills.

TTAP  The TEACCH Transition Assessment Profile (TTAP) is a tool that  helps schools and vocational programs develop effective transition   plans for students adults with autism. The TTAP was developed   for older children and adolescents with autism spectrum disorders,   with special emphasis on those with transitional needs.
The formal assessment helps schools and families identify the individual’s initial transition goals, strengths, and weaknesses and can be used to  facilitate educational and transitional planning.  Emphasis is on evaluating six major functional skill areas:  Vocational Skills, Vocational Behavior,  Independent Functioning, Leisure Skills, Functional    Communication and Interpersonal Behaviors. The informal assessment  uses an ongoing school and community-based instruction process to help  the individual achieve positive long-term vocational outcomes.  Additionally, a Cumulative Record of Skills (CRS) is compiled to   help identify individual vocational preferences (even for individuals with  limited communication skills) and to serve as a functional resume.

We have been trained in the administration and interpretation of these instruments  by the teams that developed them.  We can bring them to your site for testing and  then provide clear, comprehensive information about your student, with specific  recommendations based upon assessed levels.


Training We have trained teachers, therapists, paraprofessionals and parents in many topics relating to autism, program construction, behavior management, and life needs.  All our trainings meet and exceed the guidelines presented in the State Education Department’s Autism Program Quality Indicators (click for link).  We are also certified by New York State to provide the three-hour autism certificate required for permanent certification (click for link).

We believe that the more personnel understand the unique dimensions of learners with autism, and their thinking and learning styles, the better they will be able to respond to their students’ needs with skill and confidence.

We are available to discuss your training and in-service needs and would be happy to customize presentations to meet them. 

Professionals 
Teachers, related service providers and administrators are well aware of the difficulties many students with autism experience in the school environment.  Understanding the thinking and learning styles of students with autism can be the key that unlocks the door to many new learning opportunities for them.  It is the job of the skilled professional to understand this uniqueness and implement this knowledge in …  

Some of the trainings which we offer include:

Autism Overview
The Next Steps – neurocognitive theories, goal-setting, trouble-shooting learning  and behavior issues, creating supports to guide learning and positive behaviors.
Assessment and Creating Educational Goals
Behavior Management
Supporting Inclusion
Structured Teaching
Three-Day Classroom Set-up

Paraprofessionals
Paraprofessionals work closely with special needs students, their classmates, and their teachers.  Often, they are the first to see developing skills or emerging problems.  By having an understanding of how autism affects learning and thinking, they are better able to see the world through their students’ eyes and plan and respond appropriately.

We offer a one-day paraprofessional training that focuses on the autism triad, sensory and neurocognitive areas, understanding behaviors, and structuring tasks and materials.  We would also be happy to create a specific training to meet your identified needs.

Family Training
The Commissioner’s Regulations (200.13 (d)) notes that “provision shall be made for parent counseling and training …for the purpose of enabling parents to perform appropriate  follow-up intervention at home.”  Some schools provide a regularly scheduled group meeting for families, while others prefer to work with individual families as specified on their child’s IEP.

We have developed and provided family training programs, modules, and materials for over ten years.   We can provide guidance, materials, and training to meet your identified needs.

Behavior Management, FBAs and BIPs
Problem behaviors in students with autism are frequently based in thinking and learning styles that are very different from those of their neurotypical classmates.  Problems with reading social cues, difficulty in determining meaning, obsessive interests, pervasive anxiety, or sensory modulation problems can all impact behavior.  Even very cognitively capable students with spectrum disorders can be confused or uncertain about our expectations, or how the behaviors we teach are related.

Working collaboratively with district staff, we can help identify the behaviors that are interfering with learning, and then assess which elements of those behaviors are driven by autism or the adoption of non-functional routines.  By selecting responses to those autism-specific needs, we can replace problem behaviors with more school-appropriate ones and increase both learning and composure at school.

If needed, an autism-centered Functional Behavior Assessment and Behavior Improvement can be crafted, with a detailed plan for tracking continued improvements in behaviors and adapting to school rules and expectations.