Can a Autism Diagnostic Observation Schedule Be Used by Special Education Personnel to Help My Child

Are you the parent of a young child who you believe has Autism or Pervasive Developmental Disorder(PDD)? Are special education personnel in your district refusing to acknowledge this diagnosis, despite a lot of evidence? Many school districts refuse to admit that a child has autism, because they do not want to provide the special education and related services that a child needs! But this tool can be used by special education personnel to see if your child has autism.

Below are 9 things that you must know about the ADOS:

1. Purpose: Allows an accurate diagnosis of autism and pervasive developmental disorder

2. Can be used for children who are 2 years up to adulthood.

3. Takes 30-45 minutes for a qualified examiner to use this tool.

4. The person using the tool must have prior education, training, and experience in using this type of diagnostic took. They must also have extensive experience with autism and PDD!

5. The person using the tool must take a clinical training workshop, and at the end receive a certificate of completion. Be sure and check that any special education personnel using this tool, has a certificate of completion.

6. Person should have at least 8 practice sessions to make sure that they are familiar with this diagnostic tool.

7. Typically the people who are using this tool are Doctors, Clinical Psychologists, School Psychologists, Speech Pathologists, Certified Occupational Therapists etc.

8. While this is not an objective test it is far from subjective. The ADOS is a schedule of observations which has been developed over several decades and has been found to be effective!

9. This tool should be used in conjunction with other rating scales, such as the Childhood Autism Rating Scale (CARS)! A full developmental history of the child, a medical history, developmental and academic evaluations, testing of adaptive functioning, and information on the child’s sensory integration function, should also be included. As well as Speech Language evaluation and Occupational Therapy evaluations if needed.

Parents can become very frustrated with school districts who refuse to acknowledge that their child has Autism! A private independent evaluator who is trained can also do the ADOS on your child, so you do not have to depend only on school district personnel. Bring any private evaluations to special education personnel and they must consider the results! Keep fighting your child is worth it!

Special Education – How to Help Your Child Excel This School Year!

Would you like to help your child that has a disability and is receiving special education services, have the best school year yet? Would you like to know about 5 things you can do, to help your child make this school year a success? This article will discuss 5 ways to help your child excel this school year.

1. Open lines of communication with special education personnel.

You can do this by:

A. Start a communication notebook; a steno pad and rubber band work well for this. When a page is finished rubber band it to the cover, that way when you open the steno book, you will come to a blank page, or a new message. Encourage disability educators to write in the book daily; what has happened, what child has learned, positive comments about behavior etc. You can also write messages about your child; sick, tired, learned something new, difficulty at home etc. By doing this you and disability educators will be able to communicate on an ongoing basis.
B. Visit your child’s classroom the first week of school; and talk to the special education staff, that are working with your child. Tell them what works for your child, what upsets them, and your willingness to work together for the benefit of your child.
C. Call your child’s teacher occasionally to check in, and see how things are going. Is your child learning, are they struggling in a certain subject?

2. Express the importance to all disability educators, of having high expectations for your child. With appropriate instruction, children with autism or other disabilities can learn academics at a similar rate to children without disabilities.

You can do this by:

A. Discussing this on your visit during the first week of school. Children will live up to our expectations; whether low or high.
B. Write a letter to your child’s teacher expressing how you believe that your child can learn academics, and are looking forward to working with the school for the benefit of your child. Include things that have worked for your child.

3. Make special education personnel accountable for your child’s learning. Some children with learning disabilities or autism, may need a multi sensory reading program, in order to be a successful reader. Stand up and ask for a change in curriculum, if your child requires it.

You can do this by:

A. Asking for pre testing at the beginning of the school year, and post testing at the end of the school year. This will tell you where your child is starting academically, and how much they have learned over the school year.
B. Discuss homework with your child’s teacher; and anything you can do at home to increase their learning.
C. Keep copies of schoolwork, positive ones and things that you think your child needs more help on. Write letters when you need to, especially if you believe that your child needs more special education services.

4. Learn about positive behavioral supports and how they are successful in increasing positive school behavior, while decreasing negative school behavior. Share the information that you learn with school personnel, and insist on the use of positive behavioral supports, rather than punishment.

You can do this by:

A. Reading a book or attending a training, that specifically promote the use of positive behavioral supports and plans.
B. Many disability organizations have information about positive behavioral supports on their Websites.

5. Tell disability educators when they are doing positive things with your child that are working. This is done for three reasons: The first reason is because teachers need to hear when things are going well, and your child is learning. The second reason is that you are documenting what is working for your child for future school years. The third reason is that if you tell school staff when you are happy, they are more likely to listen when something goes wrong, and you are not happy.

You can do this by:

A. Verbally telling school staff when you are pleased. Also write letters that will be kept as a part of your child’s school record.

By doing these 5 things you are increasing your child’s chances of having a wonderful productive school year.

4 Parenting Tips – How to Overcome Blame, From Special Education Personnel

Are you the parent of a child with autism that has been blamed for your child’s behavioral difficulties? Have you been told by special education personnel that your child’s learning disability or difficulty is your fault? This article will discuss a study of school psychologists about blame for children’s learning difficulties. And also, give you tips,on how to overcome the blame, placed by some disability educators.

Several years ago, I heard about a study where school psychologists were asked who they blamed, when a child had learning difficulties. The basic outcome of the study showed that 100% of the psychologists that were surveyed, placed the blame on the child or the parents. Not one school psychologist blamed the school district, teacher, inappropriate curriculum, lack of resources, or inadequate instruction, for children’s learning difficulties. Years ago, I heard a school psychologist blame a mother for her daughter’s learning disability, since then I have heard it several times.

While the study did not include blame for behavioral difficulties, it has been my experience that school personnel often blame parents for children’s school behavioral issues. Parents must overcome both types of blame, so that they can advocate for an appropriate education, for their child.

Tip 1: If a school person tells you that your child’s behavior, is because of something that is going on at home, stand up to them. Tell the person that you do not believe that this is true. If your child has autism, they may have a lot of behavioral difficulties due to their disability. Most families are not perfect, but most times do not cause a child’s behavioral difficulty; especially if the child’s behavioral difficulty is at school.

Tip 2: Try and figure out what your child is telling you by their behavior; perhaps the work is too hard, they are not receiving appropriate instruction. Try and figure out the ABC’s of Behavior; A stands for antecedent (what was happening before the behavior), B stands for Behavior (what was the specific behavior), and C stands for the Consequence (what did the child get out of the behavior). By focusing on the behavior, and not the blame you will help your child.

Tip 3: If your child is struggling with academics due to a learning disability; make sure that they are receiving research based instruction, which is required by No Child Left Behind (NCLB). Children with learning disabilities need a reading program with five principles: Simultaneous multi sensory, systematic and cumulative, direct interaction, diagnostic teaching, and analytic instruction. Check out http://www.ortongillingham.com for more information.

Tip 4: Tell the special education person, that your child has the right to a free appropriate public education, and you will be holding them accountable for that. Be honest, and bring up any school related reasons that you believe your child is having academic difficulty, or behavioral difficulty. Many schools continue using outdated curricculums that do not work, which can cause lack of academic progress and frustration in some children.

You can overcome the blame that some disability educators try and place on your or your child. Continue to focus on your child, and their needs, and this will help you overcome the blame. Your child is depending on you!