Part+1+-+Group+8

=Group 8 - Part 1 - Chapter 2=

What should a team consider before developing a student profile for a student with ASD?
A team should consider... 1. Roles and Responsibilities of each team member, including: classroom teacher, EA, OT, PT, psychologist, resource teacher, speech-language pathologist, parents and student (when appropriate). The team should also consider the primary focus in student assessment and who is going to be responsible for collecting evidence or gathering specific information. 2. Priorities in profile development: characteristics of ASD- specific to the student, cognitive and adaptive skill development, academic achievement, and other work by other professionals (ex. dental, medical) 3. Student specific and environment factors (ex. fatigue)

How is a student profile developed? (focus on the three steps)
- history and background information - a diagnostic/assessment summary - a summary of interests, strengths, and learning styles - current level of development - priority learning needs
 * 1) Gathering Information- Uses the questions what do we know?, what do we need to know? and what are the gaps in our knowledge? It includes formal assessment (WISC-IV, VABS, SIB-R, PPVT-III, GARS) and Informal assessment (criterion-referenced, teacher made, clinician-made, interviews, and observations.) The logical place to start is with the student's previous profile. If the student is new to the school, the full team, including the family should be included in the process of building a new profile.
 * 2) Sharing Information- after gathering information, team memebers meet to discuss what they have learned about the student. This usually involveds providing a summary and evaluation of the information that was previously gathered.
 * 3) Creating the student profile- The profile provides a concise summary of what the team knows about the student and identifies priority learning needs. The profile should include:

What are some approaches to assessment?
Approaches to assessment include... Teacher Made- can be used along with any other assessments to determine what the student has learned and what still needs to be learned.

Clinician Made- assessments can evaluate skills or abilities in settings where the student uses them (school, home or community) and can be more flexible than formal assessments.

Interviews- recommended to interview family, staff, and community members. Best to pose questions relevant to the student and his circumstances.

Observation- recommended to observe the student in one or more settings provides a wealth of information about the student's skills and interests, approaches to learning, and other behaviours.