Centralized Evaluation Team (C.E.T.) Agenda

1. Centralized Evaluation Team Process for Determining Whether a Student Meets the Eligibility Criteria of Autism Spectrum Disorder

4. Centralized Evaluation Team (C.E.T.) Agenda • History of the Centralized Evaluation Process • C.E.T. Process • Observation Forms • C.E.T. Report • Michigan Definition Team

5. History of Centralized Evaluation Process • Late 80’s & Early 90’s increase in Referrals (A bump) • Medical Community Started to Evaluate • Educational Eligibility Lead to Center Programs • Intermediate School District Dilemma

6. History Cont’d • Real Explosion of Autism hit in 97, 98 • C.E.T. Process Replicated in Oakland districts • C.E.T. Team Independent of the Referring Team • Primary and Only Responsibility of the C.E.T. is to find whether the student meets eligibility criteria of ASD.

7. Evaluation Challenges • Old M.E.T. Form • Reliance on standards scores • Rating Scales? • History Success – Generational Challenge

8. Determining Eligibility • Start with the child not the characteristics • Integrate quantitative and qualitative information • Within qualitative assessment discover whether student has Autism Spectrum Disorder

9. The Centralized Evaluation Team A Multidisciplinary Team • Team members include: school psychologist, school social worker and a provider of speech and language • Various Disabilities • Others team members

10. C.E.T. Roles • School Social Worker – Consent for Evaluation, Home Visit, Observations • Provider of Speech and Language –Home Visit, Assessments, Observations • School Psychologist – Home Visit, Observations and a Variety of Tasks

11. Evolution of the CET Process Last 15 Years • Three Separate Evaluations to One • Allows for Collective Opinion • Provides Documentation of Eligibility Status • (Yes/No)

12. The Centralized Evaluation Process • Formto Focus: Assessment Activities • Opento Discover the child within the process.

13. Initial Referral • Special Education Building Team (Referring Team) • Pertinent information must be provided by the Special Education Referring Team

14. A Copy of the Initial Referral Form

15. Considerations of C.E.T. Team • At minimum one experienced support staff on each C.E.T. • Strength areas are recognized • Developmental considerations • Team combinations

16. Letter and Packet to Support Staff assigned to the C.E.T.

18. C.E.T. Steps and Sequence • Social Worker schedules home visit:Psychologist and Provider of Speech & Language participate. • Obtain permission for evaluation at the home visit • Complete social history and observations of child in home setting

19. Consent for Evaluation

20. REED Review Existing EvaluationData

21. C.E.T. Interview Steps with the Referring Team • Meet in a room with a dry erase or chalkboard • Assign a facilitator • Write four MET Categories on board • Meeting Dynamics • Facilitator interpretation of autism spectrum disorder characteristics

22. C.E.T. Documentation Form—Referring TeamSocial1

23. C.E.T. Steps & SequenceObservations • Classroom Observations • Unstructured Areas Observation – Recess • Interaction with Other Students • Observations of Others in Response to the Student • Transition Observations

24. C.E.T. Documentation Form—Student Observation

25. C.E.T. Decision Making • C.E.T. members share all relevant information • Utilize all relevant checklist, characteristics, materials to organize information complete relevant rating scales • Determine if additional information is needed before completing MET

26. Decision Making Process Utilize Meeting Mechanics to reveal all relevant documentation related to ASD. Incorporate Individual Perspectives of Relevant Documentation obtained from all Sources

27. C.E.T. Decision Making

28. C.E.T. Steps and Sequence Continued • Write C.E.T. report, share report with parents • Contact referring team and share report prior to MET Meeting • Referring team schedules MET and I.E.P. at Least One C.E.T. Member Must Be Present

29. Multidisciplinary Evaluation Team Form - ASD

30. Organization of C.E.T. Report • Write Report from the ASD M.E.T. Form • Details are important – Define characteristics that either support the eligibility of autism or do not support the eligibility of ASD • Consistency of MET Form Answers either For or Against the Eligibility of ASD

31. CET Report • CET Report - NO.doc

32. Emotional Impairment Eligibility • EI Eligibility

33. C.E.T. Report

34. C.E.T. Report Con’t

35. C.E.T. Report Con’td

36. C.E.T Report Con’td

41. The C.E.T. Member shares the findings once again to the parents and the school personnel

42. The IEPT Determines Goals and Objectives and then finally Placement

43. CET Video Available Online at: www.gvsu.edu/autismcenter#1 under RESOURCES /  audio & video #2 under INTENSIVE TRAINING / K-12 IT / Modules / CET

44. Michigan Definition of ASD ContinuedAge of Eligibility Autism spectrum disorder is typically manifested before 36 months of age. A child who first manifests the characteristics after age 3 may also meet criteria. Autism spectrum disorder is characterized by qualitative impairments in reciprocal social interactions, qualitative impairments in communication, and restricted range of interests/repetitive behavior.

45. Michigan Definition Cont’d Socialization (a) Qualitative impairments in reciprocal social interactions including at least 2 of the following areas: (i) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction. (ii) Failure to develop peer relationships appropriate to developmental level. (iii) Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for example, by a lack of showing, bringing, or pointing out objects of interest. (iv) Marked impairment in the areas of social or emotional reciprocity.

46. Michigan Definition Cont’d Socialization (i) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction. The function of non-verbal behaviors

47. (ii) Failure to develop peer relationships appropriate to developmental level. • Social Skill Deficit vs. Reciprocal Incapacities Typical of ASD • Theory of the Mind • Sally Anne Experiment

48. (iii) Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for example, by a lack of showing, bringing, or pointing out objects of interest. • Joint Attention • Video Tape – Human Development • Pointing • Sharing • Showing

49. Developmental Trajectories Experts on people Normal birth ASD Experts on things

50. (iv) Marked impairment in the areas of social or emotional reciprocity. • The Child Who Couldn’t Play