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VCU Structured Environment Top Five Recommendations

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VCU Structured Environment Top Five Recommendations

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1) Structured Day

2) Use Visuals

3) Use Schedules

4) Minimize Distractions

5) Have a calming space

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Top Five Things to Consider When Setting Up a Classroom to Support Students with ASD

The beginning of the school year is right around the corner! Many teachers are setting up their rooms in order to provide their students with the supports needed to ensure success. As you set up your classroom for the upcoming year consider the following:

Structure your day

Children with autism thrive in a structured and predicable environment. Establish routines early on and keep it as consistent as possible. In a world that's ever changing, routine and structure provide great comfort and support to a child on the autism spectrum. Define routines clearly and review routines daily. When you must deviate from your schedule provide warnings as soon as possible.

Use Visuals

A picture speaks a thousand words! Use them whenever you can. Children with autism learn faster and with greater ease when you use visuals. In fact, we all respond better to visuals. Show visuals of what to expect on the trip such as getting on the bus, arriving at the destination, planned activities, eating a snack and returning to school. Give written instructions instead of verbal whenever you can. Highlight or underline any text for emphasis.

Use Schedules

People with autism like order and detail. They feel in control and secure when they know what to expect. Schedules help students know what's ahead. Picture schedules are even more powerful because they help a student visualize the actions. Schedules can be broad or detailed. You can use them with any sequence of events. Some students may require a personal daily schedule while other students may only need a daily schedule for the classroom.

Minimize Distractions

As you set up your classroom pay attention to where your students with autism will be seated. Windows, the hallway or free time areas can cause many distractions. Try to seat your student in an area that gives them an unobstructed view of your teaching. Look at your classroom walls. If anything on your wall does not support your teaching take it down. You don't want your student focusing on a cute picture at the expense of valuable learning time!

Have a Calming Space

Stress, anxiety, and misunderstandings happen in the best classroom situations - so be prepared have a calming area for your student with autism. This area doesn't have to be large, it can be as simple as a small corner behind the students desk with a chair or beanbag, some noise cancelling headphones, and a few fidgets. Practice visiting the area while the child is calm and happy. It may be helpful to have the child sit in the calming space when performing tasks that are known to upset the child.

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The beginning of the school year is right around the corner! Many teachers are setting up their rooms in order to provide their students with the supports needed to ensure success. As you set up your classroom for the upcoming year consider the following: Structure your day Children with autism thrive in a structured and predicable environment.

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This powerpoint provides a brief overview of some AT to consider to support communication, academics and transition. It also provides a link to resources to get more information.

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PowerPoint Slide Show  -  AT Overview.pptx 2023-10-22 00-54-23.mp4

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List of National and State Resources - Advocacy

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List of National and State Resources - Advocacy

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National Resources:

Advocacy

Autism Society https://autismsociety.org/ The Autism Society is one of the oldest Autism advocacy groups being formed in the 1960s. Their stated purpose is to "create a world where everyone in the Autism community is connected to the support they need, when they need it."  They are made up of a number of local chapters that each advocate at the local and state level as well as provide a variety of resources such as a calendar of Autism friendly events, a list of local resources by topic and updates on pending legislation.

The local affilicate near me is the San Francisco Bay Are Chapter at https://sfautismsociety.org/. I found the resources links to be quite impressive and found out about several local supports that I didn't know about.

The Arc of California is that state member of the National Arc Association that advocates and supports people with intellectual and developmental disabilities including Autism. They had a unique program called Wings Autism that allows people with autism and other developmental disabilities to do pre visits to make flying a friendlier process.
https://thearcca.org/

ASAN the Autistic Self-Advocacy Network is  a 501(c)(3) nonprofit organization run by and for autistic people. ASAN is a national grassroots disability rights organization for the autistic community.  I recommend looking at this website as it offers a different prospective than many other national autism non-profits as this is run by and includes the voices of autistic people. I think it is important to listen to multiple perspectives.

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Overall Information

CAPTAIN.ca.gov

The California Autism Professional Training and Information Network (CAPTAIN) is a "multiagency network developed to support the understanding and use of evidence based practices for individuals on the autism spectrum across California." One of the largest funders is the California Department of Education. There are a variety of parent specific resources as well as links that are more appropriate for teachers and administrators.

Family Support

The Care Parent Network of Contra Costa County https://www.careparentnetwork.org/ is a local non-profit and one of the 29 Family Empowerment Centers (FEC) whose purpose is to provide training and information to families of children and young adults with disabilities, between the ages of 3 and 22 in California. These nonprofit organizations offer specialized training, peer-to-peer support, information and referral services. They aim to assist parents to better understand their child’s educational and developmental needs, effectively communicate with service providers, serve as a resource for the IEP process, participate in school reform and improvement activities, promote alternative dispute resolution, and support positive relationships between parents and professionals. Services available through each FEC vary based on the needs of the community.   While the Care Parent Network is not Autism specific, it is specifically advocates for all children and families with disabilities.

The Regional Center of the East Bay https://www.rceb.org/  The Regional Center of the East Bay is one of Regional Centers througout California that support people with developmental disabilities and their families from ages 3 through adulthood. From their website "RCEB works in partnership with many individuals and agencies to plan and coordinate services and supports for people with developmental disabilities, family members and community leaders in the Alameda and Contra Costa counties." For families that have children with ASD, I always try to have them connect with the Regional Center as they can be very helpful in providing support such as respite care, and will coordinate services once their children age out of the public school system at 22.

SEED Lafayette  and POISE are two local family foundations that support special educations in the Lafayette School District and the Orinda School District. They are both run by parents with students in Special Education and provide mutual support, training and resources for families with students with 504s or IEPs.

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List of National and State Resources - Information

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List of National and State Resources - Information

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National Resources:

Information:

CDC Website on Autism https://www.cdc.gov/ncbddd/autism/index.html

The Centers for Disease Control maintains an Autism specific website that provides comprehensive general information, updated research and links to other resources related to Autism.

Organization for Autism Research
https://researchautism.org/ provides ongoing research into autism and has materials to teach students and educators about autism from a strength based perspective.

Kansas Technical Assistance Network - TASN Autism and Tertiary Behavior Supports

TASN ATSB is a great general resource with lots of useful information about supporting autistic students in behavior, communication, social competencies, and academic instruction.
https://ksdetasn.org/atbs

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The SETT Process provides a useful framework for determining AT Needs

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The premise of the SETT Framework is identifying the characteristics of a Student, the Environments in which the student learns and grows, and Tasks required to be an active learner in those environments before trying to identify a system of T ools that enables the student to actively engage in the tasks in the environments. A critical feature of successfully applying the SETT Framework is a shared understanding across the educational team, the student, and the family when it comes to the "who" (student's characteristics), the "where" (learning environment characteristics), and the "what" (tasks that a student needs to be able to do).

The distance delivery of K-12 instruction and restrictions around accessing the school buildings has shifted the methods for collaboration with AT consultants and specialists (Zabala & Carson, 2021). Idaho Assistive Technology Project ( ) has developed a process for the remote collaborative AT evaluation:

Zabala, J. & Carson, J. (2021). ISET Expert Panel Discussion: SETT and AT Evaluation Done Remotely. Retrieved from: https://www.youtube.com/watch?v=GkvK6Junskc&list=PLdAALw6w14Jd6MhDXdlb6_HnCibt9EBL0

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The SETT Framework and Evaluating Assistive Technology Remotely

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By: Aleksandra Hollingshead, Ed.D.; Joy Zabala, Ed.D.; Janice Carson,

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The WATI is a good assessment resource for Assistive Technology

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An overview of consideration in AAC Assessment

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The Communication Matrix has created an assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

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This module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est. completion time: 3 hours).

To view the first module in our autism spectrum disorder series, please click the link below:

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Autism Spectrum Disorder (Part 2): Evidence-Based Practices

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This module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est.

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This module, first in a two-part series, provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).

To view the second module in our series on autism spectrum disorder, please click the link below:

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Autism Spectrum Disorder (Part 1): An Overview for Educators

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This module, first in a two-part series, provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD.

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Based on the NCAEP 2020 report, there are currently 28 Evidence Based Practices. This Google Doc links to explainations for about 1/2, including the foundational practices.

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This is an example of a classroom that may support the needs for students with ASD

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Autism rainbow the represents the autistic spectrum. 

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Explantion of the Characteristics of ASD

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Explantion of the Characteristics of ASD

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The DSM V diagnosis autism spectrum as disorder as persistent deficits in social communication and social interaction as well as restrictive and/or repetitive interests, behaviors and activities.
Examples of social communication deficits include: minimal speech,  limited eye contact, difficulties with back and forth conversation, difficulties in adjusting speech and behavior to different social situations, lack of shared interests, lack of play interactions.
Examples of restricted or repetitive behaviors include discussions about a limited number of topics, repetitive spinning, "stimming", flapping of hands, restricted diet.

Additional characteristics include sensitivities to sensory input, gastro-intestinal issues, and ADHD.

American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 5th ed. Arlington, VA: American Psychiatric Association; 2013.

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Structured learning environments are systems that support all students in providing consistent systems to navigate a school day. They are especially important for students with ASD because the provide predicable, sensory friendly spaces that provide multiple ways to access information besides auditory.

The components of a structured learning environment should include:

Physical structures:

Sensory friendly spaces - i.e. no loud sounds, fragrance free, non-cluttered, natural lighting, covered flourescent lights, neutral colors

Predictable systems

Defined functional areas.

Visual Structure - the components of visual structure include:

Visual Instructions: Tells the student where to begin and the sequence of steps to complete an activity

Visual Organization: How the space and materials are limited or arranged.

Visual Clarity: Emphasizes or draws attention to important or relevant information - such as using highlighting to focus on parts of a word problem.

Visual Supports:

Visual schedules

Visually labeled spaces to show where things go and are organized.

Visual instructions of processes - i.e. a visual process for washing hands in younger grades, or the use of graphic organizers to break down a writing assignment in upper grades.

Work Systems:

The tasks/steps the student is supposed to do. What is the nature of the task? Does it involve sorting by shape, writing an address, making popcorn, or recycling cans?

How many tasks/steps there are to be completed. Visually represent how much work is to be done. If a student is to cut 10 coupons, give only 10 coupons so he/she can visualize completion. Steps may be represented by more abstract cues such as numbers, shapes, poker chips, or pictures of high interest items, such as Thomas the Train cars.

How the student knows he/she is finished. The student should independently recognize the end of the activity through structure within the task, use of a finished box, timer, or other visual cue such as a stop sign.

What to do when he/she is finished. Indicate next scheduled activity. May need to use a highly desired item/activity to increase motivation, though often being “finished” is motivating enough. (Indiana Resource Center for Autism)

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Characteristics of Autism Spectrum Disorder

Cognitive and Neurological Characteristics
Delays in Motor Functioning-may appear clumsy or walk on tiptoes
Learning Delays
Inability to control emotions

Behavior & Sensory Characteristics Repetitive movements
Sensitivity to certain textures, tastes, smells, or sounds
Need for routine
Lack of eye contact
Intense interest in a certain topic

Communication & Social Characteristics
May not pick up on social cues
May not use appropriate volume for the situation
May be non-verbal
Difficulty starting or maintaining conversations

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https://www.cde.ca.gov/sp/se/st/

The PACER Center National Parent Center on Transition and Employment

Inclusion Press - Resources for learning about PCP, PATH and MAP strategies for planning for transition.
https://inclusion.com/path-maps-and-person-centered-planning/
https://www.pacer.org/transition/learning-center/planning/

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This site offers a number of resources to help develop a person-centered plan for aid in the transition process.

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Person-Centered Planning (PCP) | Project10

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PCP promotes self-determination by using a team approach to help individuals with disabilities develop a plan to achieve their life goals.

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CDC website of signs and characteristics of Autism

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CDC website of signs and characteristics of Autism

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The Center for Disease Control (CDC) has a department dedicated to autism research and information. This links to that section of their website.

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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Chart of Stakeholders of Multi-disciplinary ASD Team 

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Chart of Stakeholders of Multi-disciplinary ASD Team 

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NCAEP | The National Clearinghouse on Autism Evidence and Practice

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Our NEW and much anticipated report on Evidence-Based Practices is complete and ready for you. View Report >

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AFIRM - Modules outlining the Evidence Based Practices of ASD

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AFIRM - Modules outlining the Evidence Based Practices of ASD

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age. Supplemental materials and handouts are available for download. Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

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Overview of ASD and Characteristics

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List of National and State Resources - Training

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List of National and State Resources - Training

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National Resources:

Training -

Evidence Based Practices

AFIRM Module https://afirm.fpg.unc.edu/afirm-modules

The Autism Focused Resources Intervention and Modules (AFIRM) are developed and maintained by the University of North Carolina and "are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age." The modules are free and provide introductory resources about Autism as well as training in specific evidence based practices (EBP)

The Iris Center
The Iris Center out of Vanderbilt University has a number of modules to learn about implementing evidence based practices and an overview of autism for educators.
https://iris.peabody.vanderbilt.edu/module/asd1/

Communication

Natural Language Acquistion (NLA) https://communicationdevelopmentcenter.com/ This website provides information about Natural Language Acquistion (NLA) which is the most common type of language development for those with ASD. It helps make sense of echolalia and scripting as not being deficits but a natural way to develop language. It provide families and educators ways to support people that learn language through NLA.

ASHA
https://www.asha.org/ The American Speech and Hearing Association is the primary professional organization for speech pathologists. There are numerous articles and resources to learn about augmentative and alternative communication.

Industry related AAC training websites

Center for AAC and Autism - https://www.aacandautism.com/center teaches the LAMP system

Assistiveware  is the vendor for Proloquo2Go and Proloquo4text
https://www.assistiveware.com/learn-aac and has free resources for learning about and implementing AAC.

Saltillo.com is the vendor for TouchChat and has free training and resources for implementing AAC especially for TouchChat with WordPower https://saltillo.com/training

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Indiana Resource Center on Autism - provides a number of resources around creating structured learning environments.

The Iris Center as training modules on setting up classroom environments to best support students with ASD.

Classroom Design for Living and Learning Autism by Clare Vogel is an article that outlines the classroom design needed to support students with ASD.

VCU Autism Center

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List of National and State Resources - Transition

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List of National and State Resources - Transition

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National Resources:

Transition

Think College https://thinkcollege.net/  Think College is dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability.  I have shared this website with students in upper elementary, middle school and high school as I appreciate the resources available for things students should be focusing on to be ready for college.  One of the resources I look at is the IEP Goals and try and have my students starting in 3rd grade to create emails about their day, use assistive technology such as text to speech and speech to text. There are a number of supportive college programs including a great 2-year program through the Pathway Program at UCLA.

The US Department Health and Human Services - Interagency Coordinating Communitee on Autism has links to a number of resources to support people with ASD including transition related resources.
https://iacc.hhs.gov/resources/transition/

California Department of Rehabilition provides services for people with disabilities including support in getting needed AT and job assistance.
https://www.dor.ca.gov/

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Use of Video Modeling to Increase Social Skills:

This article demonstrated that using showing autistic children video modeling of neurotypical children initiating social interaction and play increased the social interactions and playing with peers of the autistic students.

Petursdottir, A.-L., & Gudmundsdottir, T. (2023). Supporting Social Play Skill Acquisition and Generalization of Children with Autism Through Video Modeling. Journal of Autism & Developmental Disorders, 53(4), 1391–1402. https://doi-org.umassglobal.idm.oclc.org/10.1007/s10803-021-05204-4

The paper examined how providing middle school students with video social stories of greeting peers, increased the frequency of appropriately greeting and responding to peer mentors.

Halle, S., Ninness, C., Ninness, S. K., & Lawson, D. (2016). Teaching Social Skills to Students with Autism: A Video Modeling Social Stories Approach. Behavior & Social Issues, 25(1), 42–63. https://doi-org.umassglobal.idm.oclc.org/10.5210/bsi.v25i0.6190

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This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan

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This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours). Work through the sections of this module in the order presented in the STAR graphic above.

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Center on PBIS | Resource: Tier 3 Comprehensive Functional Behavior Assessment (FBA) Guide

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PDF: The purpose of this practice guide is to help teams conduct a comprehensive functional behavior assessment, develop a function-linked behavior intervention/support plan, and make data-based decisions. Functional behavior assessments help teams to identify the relation of targeted serious and in…

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Overview of Sensory Processing

https://www.encompassnw.org/is-it-sensory-processing-disorder-or-bad-behavior/

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Product Details

The next version of this product is now available. Read about the new Sensory Profile 2!

Features & Benefits

Helps gather critical sensory information related to home, school, and work

Links performance strengths and barriers with a child's sensory processing patterns

Provides an extensive view of adaptive and maladaptive behavior

Helps design strategies for managing daily life

Sensory Profile Supplement

The Sensory Profile Supplement offers the latest research available on sensory processing. This resource provides general information about sensory processing and problem solving strategies supported by clinical reasoning, along with expanded cut scores and quadrant cut scores. Use this supplement in conjunction with the current Sensory Profile to target effective intervention.

Areas of Assessment

Use the profile's nine factor groupings to characterize children by their responsiveness to sensory input, sensory seeking, emotional reactive, low endurance/tone, oral sensory sensitivity, inattention/distractibility, poor registration, sensory sensitivity, sedentary, and fine motor/perceptual.

The manual presents information on administration, scoring, interpretation guidelines, development, and technical properties (reliability and validity).

Administering the Test

Caregivers complete the 125-question profile, reporting the frequency with which their child responds to various sensory experiences. Once the questionnaire is completed, use the Summary Score Sheet to obtain a profile of the child's sensory responses. The Summary Score Sheet contains an area to record the child's demographic information, a Factor Grid to help summarize the child's scores into the nine factor groupings (i.e., Factor Summary), and a Section Summary to plot section raw score totals. The Short Sensory Profile is a 38-item caregiver questionnaire and score sheet designed for use in screening and research protocols. The items on the Sensory Profileare grouped into three major sections: sensory processing, modulation, and behavioral and emotional responses.

Spanish Information

The Sensory Profile Caregiver Questionnaire, Summary Score Sheet, and Short Sensory Profilehave been translated into Spanish. Each item was translated into Spanish, then retranslated back into English, by two independent consultants to ensure that the Spanish translation retained the original intent of the Sensory Profile. The classification system and cut scores were maintained for the Spanish version based on the assumption that children's sensory processing abilities are universal across cultures.

Resources

Examining Sensory Quadrants in Autism
View the article
Evaluate parents of a child or infant with sensory processing challenges with Adolescent/Adult Sensory Profile. You will gain valuable insights into the child's interactions and help to build more family-centered intervention strategies.
View the study

FAQs

When should I use the Sensory Profile?

You should use the Sensory Profile when you suspect that sensory processing issues may be impacting functional performance in everyday activities (e.g., self-care, school performance, play).

How will the Sensory Profile assist me in getting a child qualified for services in schools?

The Sensory Profile was designed to contribute to a comprehensive assessment of a child's sensory performance when combined with other evaluations, observations, and reports to determine the child's status for diagnostic and intervention planning.

How does it meet IDEA '97 mandates?

IDEA mandates that children have the right to a free, appropriate public education provided in the least restrictive environment. When children begin to struggle to be successful in school and in related skill areas, a team of professionals collaborates with families to identify supports and barriers to successful performance. The law indicates that the team must explore the child's needs in a comprehensive way, including finding alternative learning strategies, conducting formal assessments, and completing skilled observations, as well as interviewing and requesting information from parents, teachers, physicians and other service or care providers. The Sensory Profile evaluates a child in customary environments, focuses on family concerns, and links the effects of a child's disability to the child's participation in appropriate activities and general curriculum. The Sensory Profile provides evidence of validity for the specific purpose for which it is intended.

Is it appropriate to administer the Sensory Profile on a child with severe disabilities?

Yes, the profile is applicable for children with all types of disabilities and severity levels. However, if the child has not participated in a specific sensory experience, the caregiver will be unable to respond to all the items, and you will not be able to calculate scores for comparison to the sample of children without disabilities. You will gain clinical insights into the child's sensory processing abilities and the child's level of responsivity to sensory events. This information will enable you to more accurately interpret a child's performance, and even non-performance, on the profile, so that you can design more effective intervention strategies based on your clinical expertise. Note that if you adapt the administration procedures, you may not use the classification system that is based on comparative results using standardized procedures. You may, however, use your clinical judgment to assist in your understanding of the individual's sensory processing patterns and design intervention strategies that incorporate your understanding.

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The next version of this product is now available. Read about the new Sensory Profile 2! Helps gather critical sensory information related to home, school, and work Links performance strengths and barriers with a child's sensory processing patterns Provides an extensive view of adaptive and maladaptive behavior Helps design strategies for managing daily life The Sensory Profile Supplement offers the latest research available on sensory processing.

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The TASN website has a number of assessments and links for social skills assessments and educator self-reflection assessments for teaching SEL.
https://ksdetasn.org/atbs/assessments-for-social-competencies

The Autism Social Skills Profile (ASSP) is an assessment tool to assist in identifying social skills deficits in three different areas: social reciprocity, social participation/avoidance, and detrimental social behaviors.

https://www.ocali.org/up_doc/Autism_Social_Skills_Profile.pdf​

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Funded by KSDE Special Education and Title Services (SETS).
Administered by the Pittsburg State University. Copyright ©
2023.
All Rights Reserved.