Oregon Commission on Autism Spectrum Disorder

1. Oregon Commission on Autism Spectrum Disorder www.orcommissionasd.org

2. Mission Statement The Mission for the Oregon Commission on Autism Spectrum Disorder Develop appropriate, collaborative and timely supports and services across the lifespan. This mission is accomplished by the creation and implementation of a long term strategic plan that increases coordination, promotes best available practice, makes efficient use of resources, and both directly engages with, and better responds to the needs of, people on the spectrum and their families.

3. Commission Make Up • 13 Member Commission, including Senator Chris Edwards, and Representative Judy Stiegler • Leadership: Marilyn Gense, chair; Jean Rystrom, vice chair; Kathryn Weit , staff • 8 Subcommittees (last one just being established) • More than 75 individuals participating on subcommittees

4. Subcommittees 3

5. Context for Recommendations • Recommendations are based on review of other states and national centers of evidence-based/effective practice. • Developing initial implementation strategies for recommendations looking at how to do things better, more effectively, and efficiently. Long range plan includes more in-depth strategies and changes. • Initial recommendations are posted on the OCASD web page and feedback is requested. • www.orcommissionasd.org

6. Redesign of ASD Education Services Recommendations

7. Redesign Recommendations • A statewide framework is in place for the delivery of service and instruction for learners with ASD for the purpose of 1) disseminating consistent evidence-based practices, 2) providing consistent training and coaching, 3) offering coordinated, collaborative services 4) proving sufficient instruction to meet the needs of the individual learner. Reference diagrams. • Align with Scaling Up activities - start with universal supports.

8. Individual Learner And Family EI/ECSE PROGRAMS (Birth-5) LOCAL DISTRICTS (K-21) ASD Outreach Specialist Identification and Assessment NETWORK OF LEADERSHIP AND EXCELLENCE IN ASD Components ofa Comprehensive System: Oregon Education Guidelines for ASD Statewide Comprehensive System of Educational Services Supporting Learners with an ASD

9. ASD Outreach Expertise (ASD Specialists) and Local ASD Coaches Ongoing Follow -Up: Fidelity of Implementation Coaching: Hands on Practice, Observation, Modeling ASD Outreach Expertise Model Sites Training: Instruction, Workshops, Lectures Network Expertise and ASD Outreach Expertise Components of a Comprehensive Program: Consistency Of InformationBased On Best Practice Evidence Network Expertise Levels of Learning Model: Scaling Up Provide statewide for staff, families, and community to support appropriate, consistent instruction for all learners with ASD. Note: As the training and coaching moves toward the point of the model, the more specific to the school, and individual learner.

10. Components • A Network of Leadership and Excellence in ASD, consists of high level experts with the responsibility to review, coordinate, develop policy, disseminate, train and coach on information related to the Components of a Comprehensive System and Oregon Education Guidelines for ASD. • A systematic format for training and coaching, including technology, will be used across the state to provide consistency for professional development on evidence-based interventions. • The manual Oregon Education Guidelines for ASDassists local districts and EI/ECSE programs throughout the state to implement the components of a comprehensive system based on best practice evidence. • Annual self assessment for each district and EI/ECSE Program to address the implementation of the Oregon Education Guidelines for ASD. • Annual written plan for each district and EI/ECSE Program to address the implementation of the Oregon Education Guidelines for ASD . • Under the direction of the Network of Leadership and Excellence in ASD, provide a web-based clearinghouse of expanded core curriculum materials, evidence-based books, training materials, assessments, and related resources available for short term loan to Oregon parents, educators, agencies and community.

11. Educational Endorsement Recommendations ASD Outreach Specialist Competencies: related to role • TSPC Continuing Teacher Licensure ASD (CTL: ASD)added to: • Special Educator • Early Intervention/Special Education • Speech Language Pathologist • School Psychologist ASD Outreach Specialist • ASD Structured Professional Development Certificate • Special Educator • Early Intervention/Special Education • Speech Language Pathologist • School Psychologist ASD Outreach Specialist

12. ASD Outreach Expertise: ASD Specialist Specific Knowledge Components of Comprehensive System: Oregon Education Guidelines for ASD

13. Screening, Identification, Assessment Recommendations

14. Recommendations General: Components: DSM criteria for ASD are used in the standard evaluation for the identification of an ASD in children and adults. All state agencies and health care providers accept the results of the standard evaluation as acceptable evidence that an individual has an ASD • There is a standard multidisciplinary process for identification of children and adults with ASD, which is used both in educational and health care settings.

16. Component The standard evaluation for the identification of an ASD includes at least the following elements: • Diagnostic Interview, including family history, with pertinent people from this list: Child/person Parent/caregiver Education Staff Possible other(s) • Structured observation using research-based, standardized, with autism-specific instrument(s) ADOS (all ages) ASIEP (part) Possible future others

17. Component • Unstructured observation, to include at least one observation outside of the team evaluation setting, which might include any of the following: Familiar setting Unfamiliar setting Unstructured peer interactions Unstructured independent activities • Developmental assessment Cognition and executive function Adaptive functioning Communication, including speech and language skills Motor Sensory Social/Emotional

18. Knowledge requirement: • Typical child development • Atypical child development • Psychopathology appropriate to the age of the person being evaluated • Formal and informal assessment processes • Characteristics of ASD appropriate to the age of the person being evaluated • Assessment tools/methods for ASD and differential sufficient for referral for further evaluation • Family and environmental dynamics/systems (e.g., maternal depression, abuse, culture) • Ideally, knowledge sufficient to identify red flags indicating the need for referral • Ideally one member of the team will have all of these knowledge elements. If there is not one person, there must be stable, ongoing teams.

19. Professional who might be expected to bring some or all of the knowledge: • Developmental pediatrician • Autism specialist • Occupational therapist School psychologist • Speech and language pathologist • Psychiatrist

20. Interagency Transition Recommendations State and Local Advisory Committees Implemented Transition Best Practice Outcomes Interagency Agreements • Promoting effective relationships; • Addressing issues; • Identifying and promoting best practice; • Monitoring outcomes • Transition Portfolio; • Parental/individual knowledge; • School level program improvements; • Efficient use of partner resources • Define roles and • responsibilities of key stakeholder agencies ODE, VR, DHS, OHA; • Specific document (matrix) to guide local interactions • Improved Post Secondary • Outcomes