Centralized Evaluation Team Process for Determining Whether a Student Meets the Eligibility Criteria of Autism Spectrum Disorder

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Centralized Evaluation Team Process for
Determining Whether a Student Meets the
Eligibility Criteria of Autism Spectrum Disorder
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Centralized Evaluation Team (C.E.T.) Agenda

• History of the Centralized Evaluation Process
• C.E.T. Process
• Observation Forms
• C.E.T. Report
• Michigan Definition
• Team

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History of Centralized Evaluation Process

• Late 80s Early 90s increase in Referrals (A
  bump)
• Medical Community Started to Evaluate
• Educational Eligibility Lead to Center Programs
• Intermediate School District Dilemma

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History Contd

• Real Explosion of Autism hit in 97, 98
• C.E.T. Process Replicated in Oakland districts
• C.E.T. Team Independent of the Referring Team
• Primary and Only Responsibility of the C.E.T. is
  to find whether the student meets eligibility
  criteria of ASD.

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Evaluation Challenges

• Old M.E.T. Form
• Reliance on standards scores
• Rating Scales?
• History Success Generational Challenge

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Determining Eligibility

• Start with the child not the characteristics
• Integrate quantitative and qualitative
  information
• Within qualitative assessment discover whether
  student has Autism Spectrum Disorder

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The Centralized Evaluation Team A
Multidisciplinary Team

• Team members include school psychologist, school
  social worker and a provider of speech and
  language
• Various Disabilities
• Others team members

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C.E.T. Roles

• School Social Worker Consent for Evaluation,
  Home Visit, Observations
• Provider of Speech and Language Home Visit,
  Assessments, Observations
• School Psychologist Home Visit, Observations
  and a Variety of Tasks

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Evolution of the CET Process Last 15 Years

• Three Separate Evaluations to One
• Allows for Collective Opinion
• Provides Documentation of Eligibility Status
• (Yes/No)

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The Centralized Evaluation Process

• Form to Focus Assessment Activities
• Open to Discover the child within the process.

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Initial Referral

• Special Education Building Team (Referring Team)
• Pertinent information must be provided by the
  Special Education Referring Team

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A Copy of the Initial Referral Form
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Considerations of C.E.T. Team

• At minimum one experienced support staff on each
  C.E.T.
• Strength areas are recognized
• Developmental considerations
• Team combinations

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Letter and Packet to Support Staff assigned to
the C.E.T.
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C.E.T. Steps and Sequence

• Social Worker schedules home visit Psychologist
  and Provider of Speech Language participate.
• Obtain permission for evaluation at the home
  visit
• Complete social history and observations of child
  in home setting

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Consent for Evaluation
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REED Review Existing EvaluationData
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C.E.T. Interview Steps with the Referring Team

• Meet in a room with a dry erase or chalkboard
• Assign a facilitator
• Write four MET Categories on board
• Meeting Dynamics
• Facilitator interpretation of autism spectrum
  disorder characteristics

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C.E.T. Documentation FormReferring TeamSocial1
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C.E.T. Steps SequenceObservations

• Classroom Observations
• Unstructured Areas Observation Recess
• Interaction with Other Students
• Observations of Others in Response to the Student
• Transition Observations

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C.E.T. Documentation FormStudent Observation
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C.E.T. Decision Making

• C.E.T. members share all relevant information
• Utilize all relevant checklist, characteristics,
  materials to organize information complete
  relevant rating scales
• Determine if additional information is needed
  before completing MET

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Decision Making Process

• Utilize Meeting Mechanics to reveal all relevant
  documentation related to ASD.
• Incorporate Individual Perspectives of Relevant
  Documentation obtained from all Sources

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C.E.T. Decision Making
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C.E.T. Steps and Sequence Continued

• Write C.E.T. report, share report with parents
• Contact referring team and share report prior to
  MET Meeting
• Referring team schedules MET and I.E.P. at Least
  One C.E.T. Member Must Be Present

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Multidisciplinary Evaluation Team Form - ASD
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Organization of C.E.T. Report

• Write Report from the ASD M.E.T. Form
• Details are important Define characteristics
  that either support the eligibility of autism or
  do not support the eligibility of ASD
• Consistency of MET Form Answers either For or
  Against the Eligibility of ASD

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CET Report

• CET Report - NO.doc

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Emotional Impairment Eligibility

• EI Eligibility

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C.E.T. Report
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C.E.T. Report Cont
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C.E.T. Report Contd
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C.E.T Report Contd
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The C.E.T. Member shares the findings once again
to the parents and the school personnel
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The IEPT Determines Goals and Objectives and then
finally Placement
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CET Video Available Online at

• www.gvsu.edu/autismcenter1 under RESOURCES / 
  audio video
• 2 under INTENSIVE TRAINING / K-12 IT / Modules
  / CET

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Michigan Definition of ASD ContinuedAge of
Eligibility

• Autism spectrum disorder is typically manifested
  before 36 months of age. A child who first
  manifests the characteristics after age 3 may
  also meet criteria. Autism spectrum disorder is
  characterized by qualitative impairments in
  reciprocal social interactions, qualitative
  impairments in communication, and restricted
  range of interests/repetitive behavior.

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Michigan Definition Contd Socialization

• (a) Qualitative impairments in reciprocal social
  interactions including at least 2 of the
  following areas
• (i) Marked impairment in the use of multiple
  nonverbal behaviors such as eye-to-eye gaze,
  facial expression, body postures, and gestures to
  regulate social interaction.
• (ii) Failure to develop peer relationships
  appropriate to developmental level.
• (iii) Marked impairment in spontaneous seeking to
  share enjoyment, interests, or achievements with
  other people, for example, by a lack of showing,
  bringing, or pointing out objects of interest.
• (iv) Marked impairment in the areas of social or
  emotional reciprocity.

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Michigan Definition Contd Socialization

• (i) Marked impairment in the use of multiple
  nonverbal behaviors such as eye-to-eye gaze,
  facial expression, body postures, and gestures to
  regulate social interaction.
• The function of non-verbal behaviors

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(ii) Failure to develop peer relationships
appropriate to developmental level.

• Social Skill Deficit vs. Reciprocal Incapacities
  Typical of ASD
• Theory of the Mind
• Sally Anne Experiment

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(iii) Marked impairment in spontaneous seeking to
share enjoyment, interests, or achievements with
other people, for example, by a lack of showing,
bringing, or pointing out objects of interest.

• Joint Attention
• Video Tape Human Development
• Pointing
• Sharing
• Showing

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Developmental Trajectories
Experts on people
Normal
birth
ASD
Experts on things
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(iv) Marked impairment in the areas of social or
emotional reciprocity.

• The Child Who Couldnt Play

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Michigan Definition Contd Communication

• (b) Qualitative impairments in communication
  including at least 1 of the following
• (i) Delay in, or total lack of, the development
  of spoken language not accompanied by an attempt
  to compensate through alternative modes of
  communication such as gesture or mime.
• (ii) Marked impairment in pragmatics or in the
  ability to initiate, sustain, or engage in
  reciprocal conversation with others.
• (iii) Stereotyped and repetitive use of language
  or idiosyncratic language.
• (iv) Lack of varied, spontaneous make-believe
  play or social imitative play appropriate to
  developmental level.

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• (i) Delay in, or total lack of, the development
  of spoken language not accompanied by an attempt
  to compensate through alternative modes of
  communication such as gesture or mime.
• Quantitative/Qualitative - Balance
• Reciprocity
• Lorna Wing Communication Problems

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(ii) Marked impairment in pragmatics or in the
ability to initiate, sustain, or engage in
reciprocal conversation with others.

• Observations and Interactions
• XFL - Dan

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(iii) Stereotyped and repetitive use of language
or idiosyncratic language.

• Communication is non-reciprocal stilted, literal
  and egocentric
• Walk Dont Walk Rain Man
• Y2K Compliant
• Airport Rain Man

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(iii) Stereotyped and repetitive use of language
or idiosyncratic language.

• Communication is non-reciprocal stilted, literal
  and egocentric
• Walk Dont Walk Rain Man
• Y2K Compliant
• Airport Rain Man

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(iv) Lack of varied, spontaneous make-believe
play or social imitative play appropriate to
developmental level.

• Compared to Developmental Level
• Extremely Stilted
• Embracing Play

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Michigan Definition Contd Restrictive,
Repetitive Stereotyped Behaviors

• Restricted, repetitive, and stereotyped behaviors
  including at least 1 of the following
• (i) Encompassing preoccupation with 1 or more
  stereotyped and restricted patterns of interest
  that is abnormal either in intensity or focus.
• (ii) Apparently inflexible adherence to specific,
  nonfunctional routines or rituals.
• (iii) Stereotyped and repetitive motor
  mannerisms, for example, hand or finger flapping
  or twisting, or complex whole-body movements.
• (iv) Persistent preoccupation with parts of
  objects.

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(i) Encompassing preoccupation with 1 or more
stereotyped and restricted patterns of interest
that is abnormal either in intensity or focus.

• Chad, Mickey, and Derek

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(ii) Apparently inflexible adherence to specific,
nonfunctional routines or rituals.

• Rain Man Judge Wapner
• Jeremy Must Pass 3 Red Cars to Have a Good Day
  at School
• Jonathan No Left Turns

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(iii) Stereotyped and repetitive motor
mannerisms, for example, hand or finger flapping
or twisting, or complex whole-body movements.

• Cautions Prioritize Criteria
• Comprehensive Evidence of ASD

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(iv) Persistent preoccupation with parts of
objects.

• Observations and Interactions Over Time
• Dave Air Conditioner Parts

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Michigan Definition Sensory

• (3) Determination may include unusual or
  inconsistent response to sensory stimuli, in
  combination with subdivisions (a), (b), and (c)
  of subrule 2 of this rule.

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Michigan Definition SensoryNot a primary area
in the MI definition

• Sensory issues Not Primary
• Reason for Eligibility
• Sensory Issues should be addressed through the 3
  primary areas
• Not a defining characteristic Appears in too
  many other disability areas

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Michigan Definition ContdOther Considerations

• (4) While autism spectrum disorder may exist
  concurrently with other diagnoses or areas of
  disability, to be eligible under this rule, there
  shall not be a primary diagnosis of schizophrenia
  or emotional impairment.
• (5) A determination of impairment shall be based
  upon a comprehensive evaluation by a
  multidisciplinary evaluation team including, at a
  minimum, a psychologist or psychiatrist, an
  authorized provider of speech and language under
  R 340.1745(d), a school social worker.

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Michigans Definition Includes Eligibility for
Services for Students with Asperger Syndrome
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DEPARTMENT OF ED / STATE BOARD OF ED SPECIAL
EDUCATION PROGRAMS SERVICES

• Filed with the Sec. of State on 9-7-04, and took
  effect on 9/15/04.
• R 340.1715 Autism spectrum disorder defined
  determination.
• Rule 15. (1) Autism spectrum disorder is
  considered a lifelong developmental disability
  that adversely affects a students educational
  performance in 1 or more of the following
  performance areas
• (a) Academic
• (b) Behavioral
• (c) Social

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Socialization

• (a) Qualitative impairments in reciprocal social
  interactions including at least two of the
  following areas
• (i) Marked impairment in the use of multiple
  nonverbal behaviors such as eye-to-eye gaze,
  facial expression, body postures, and gestures to
  regulate social interaction.
• (ii). Failure to develop peer relationships
  appropriate to developmental level
• (iii) Marked impairment in spontaneous seeking to
  share enjoyment, interests, or achievements with
  other people, for example, by a lack of showing,
  bringing, or pointing out objects of interest.
• (iv) Marked impairment in the areas of social or
  emotional reciprocity.

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Communication

• (b) Qualitative impairments in communication
  including at least one of the following
• (i) Delay in, or total lack of, the development
  of spoken language not accompanied by an attempt
  to compensate through alternative modes of
  communication such as gesture or mime.
• (ii) Marked impairment in pragmatics or in the
  ability to initiate, sustain, or engage in
  reciprocal conversation with others.
• (iii) Stereotyped and repetitive use of language
  or idiosyncratic language.
• (iv) Lack of varied, spontaneous make-believe
  play or social imitative play appropriate to
  developmental level.

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Restrictive, Repetitive Stereotyped Behaviors

• Restricted, repetitive, and stereotyped behaviors
  including at least one of the following
• (i) Encompassing preoccupation with 1 or more
  stereotyped and restricted patterns of interest
  that is abnormal either in intensity or focus.
• (ii) Apparently inflexible adherence to specific,
  nonfunctional routines or rituals.
• (iii) Stereotyped and repetitive motor
  mannerisms, for example, hand or finger flapping
  or twisting, or complex whole-body movements.
• (iv) Persistent preoccupation with parts of
  objects.

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Definition Contd Other Areas

• (3) Determination may include unusual or
  inconsistent response to sensory stimuli, in
  combination with subdivisions (a), (b), and (c)
  of subrule 2 of this rule.
• (4) While autism spectrum disorder may exist
  concurrently with other diagnoses or areas of
  disability, to be eligible under this rule, there
  shall not be a primary diagnosis of schizophrenia
  or emotional impairment.
• (5) A determination of impairment shall be based
  upon a comprehensive evaluation by a
  multidisciplinary evaluation team including, at a
  minimum, a psychologist or psychiatrist, an
  authorized provider of speech and language under
  R 340.1745(d), a school social worker.

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Next Steps

• Components of CET
• Pros and Cons of CET
• Implementation

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Components of CET
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Components of CET

• Sole purpose for or against autism
• Independent Team
• One Report
• Trans-disciplinary approach
• Concise meeting time
• 4 Squares (Domains)
• Not Standardized Score Based
• Report Shared with the parents ahead of time
• Qualitative
• Sensory not assumed
• Three person team
• Objective dont know kids
• All doing Observations in all settings
• Home visits (all three go)
• Showing deficit does not have to be academic
• Report follows MET criteria

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CET Components

• Components that can be immediately implemented
• Components that can be implemented in a
  reasonable amount of time but that need some
  planning.
• Components that have major barriers for our
  district / ISD.

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ACTION PLAN

• WHO
• Will do WHAT
• By WHEN
• To implement components of CET

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• Report Out
• Evaluations

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Components of CET

• Sole purpose for or against autism
• Independent Team
• One Report
• Trans-disciplinary approach
• Concise meeting time
• 4 Squares (Domains)
• Not Standardized Score Based
• Report Shared with the parents ahead of time
• Qualitative
• Sensory not assumed
• Three person team
• Objective dont know kids
• All doing Observations in all settings
• Home visits (all three go)
• Showing deficit does not have to be academic
• Report follows MET criteria

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CET Components

• PROS and CONS
• Do it tomorrow
• Need planning
• Concerning Components

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ACTION PLAN

• WHO
• Will do WHAT
• By WHEN
• To implement WHAT components of CET