Documenting Adverse Impact on Educational Performance for High Level Social-Communication Deficits 
Beussink, Moore, Hébert & Colwell

Friday, June 22, 2012  1:00 PM

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Description

The primary purpose of this project is to assist students in accessing necessary supports and services for developing needed social skills through increasing the abilities of school's ability to accurately identify adverse impact in educational performance as it related relates to social competence. School personnel will also gain knowledge of the underlying characteristics and core deficits associated with social-communications disorders and high functioning autism spectrum disorders specifically related to executive functioning and the need to develop social cognition skills and strategies. 

This presentation will focus on outlining the assessment procedures and activities that we have found are best suited for documenting adverse educational impact as required under IDEA for eligibility determinations, specifically related to social communication or lack of social competence. We will demonstrate the use of assessment activities that are based in research validated ecological procedures as well as validated behavioral and observational data collection tools using specific case examples. These examples will include demonstration of how results are reflected in the evaluation report, and how this information is translated to intervention recommendations for the IEP team.  Participants will leave with very specific assessment tools, strategies, activities, or procedures that are useful in documenting adverse impact on educational performance for social-communication deficits AND with ways that assessment data can be used to support the use of Social Thinking™ for addressing identified deficits.    

Objectives

  1. Participants will become familiar with assessment procedures and activities for documenting adverse educational impact as required under IDEA for eligibility determinations, specifically related to social communication or lack of social competence.
  2. Participants will become familiar with how results from these assessment activities are reflected in the evaluation report, and how this information is translated to intervention recommendations for the IEP team.
  3. Participants will leave with very specific assessment tools, strategies, activities, or procedures that are useful in documenting adverse impact on educational performance for social-communication deficits AND with ways that assessment data can be used to support the use of Social Thinking™ for addressing identified deficits.