Analyze the current DSM-V criteria for Autism Spectrum Disorders, develop skills to be an effective collaborator and support school based teams in interventions.

1. Presented to FASP
November 2014

2. Learning Objectives
• The participant will be able to:
• analyze the current DSM-V criteria for
Autism Spectrum Disorders and the
implications on the educational
environment.
• develop the skills necessary to be an
effective collaborator.
• develop the skills necessary to support
school based teams in identifying
interventions, data collection and progress
monitoring.

3. Prevalence Rates
Approximately 1 in 68 children are
identified with ASD
 30% higher than the estimate for 2008
(1 in 88)
 60% higher than the estimate for 2006
(1 in 110)
 120% higher than the estimate for 2000
and 2005 (1 in 150)
CDC Community Report on Autism 2014

4. Prevalence Rates by Birth Year
Birth Year Prevalence
1992 1 in 150
1994 1 in 150
1996 1 in 125
1998 1 in 110
2000 1 in 88
2012 1 in 68
CDC Community Report on Autism 2014

5. Who is Identified
• By Gender
– Boys five times more likely than girls
• 1 in 42 boys identified with ASD
• 1 in 189 girls identified with ASD
• By Race:
– White children are more likely to than black or Hispanic
children
– Black children are more likely to than Hispanic children
• 1 in 63 white children are identified with ASD
• 1 in 81 black children are identified with ASD
• 1 in 93 Hispanic children identified with ASD
CDC Community Report on Autism 2014

6. Intellectual Ability
• 31% had intellectual ability (IQ <70)
• 23% are within the Borderline range
(IQ = 70 to 85)
• 46% are within the Average to above
range (IQ > 86)
CDC Community Report on Autism 2014

7. First Evaluated & Identified
•Less than half (44%) of the children
identified with ASD were evaluated for
developmental concerns by the time they
were 3 years old.
•On average, most children were not
diagnosed with ASD until age 4 years, 5
months
CDC Community Report on Autism 2014

8. Autism Spectrum Disorder:
Changes to the DSM-5

9. Diagnostic Criteria
• (A) Persistent deficits in social communication and social
interaction across multiple contexts, as manifested by the
following, currently or by history:
1. Deficits in social-emotional reciprocity, ranging, for example,
from abnormal social approach and failure of normal back-and-
forth conversation; to reduced sharing of interests, emotions, or
affect; to failure to initiate or respond to social interactions
2. Deficits in nonverbal communicative behaviors used for social
interaction, ranging, for example, from poorly integrated verbal
and nonverbal communication; to abnormalities in eye contact
and body language or deficits in understanding and use of
gestures; to a total lack of facial expressions and nonverbal
communication.
3. Deficits in developing, maintaining, and understanding
relationships, ranging, for example, from difficulties adjusting
behavior to suit various social contexts; to difficulties in sharing
imaginative play or making friends; to absence of interest in
peers.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, D.C: Author.

10. • (B) Restricted, repetitive patterns of behavior, interests, or
activities, as manifested by at least two of the following,
currently or by history:
– Stereotyped or repetitive motor movements, use of objects, or
speech (e.g., simple motor stereotypies, lining up toys or
flipping objects, echolalia, idiosyncratic phrases).
– Insistence on sameness, inflexible adherence to routines, or
ritualized patterns of verbal or nonverbal behavior (e.g.,
extreme distress at small changes, difficulties with transitions,
rigid thinking patterns, greetings rituals, need to take same
route or eat same food every day).
– Highly restricted, fixated interests that are abnormal in
intensity or focus (e.g., strong attachment to or preoccupation
with unusual objects, excessively circumscribed or
perseverative interest).
– Hyper- or hyporeactivity to sensory input or unusual interests
in sensory aspects of the environment (e.g., apparent
indifference to pain/temperature, adverse response to specific
sounds or textures, excessive smelling or touching of objects,
visual fascination with lights or movement).
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, D.C: Author.

11. • (C) Symptoms must be present in the early
developmental period (but may not become fully
manifest until social demands exceed limited
capacities, or may be masked by learned strategies
in later life).
• (D) Symptoms cause clinically significant
impairment in social, occupational, or other
important areas of current functioning.
• (E)These disturbances are not better explained by
intellectual disability (intellectual developmental
disorder) or global developmental delay. Intellectual
disability and autism spectrum disorder frequently
co-occur; to make comorbid diagnoses of autism
spectrum disorder and intellectual disability, social
communication should be below that expected for
general developmental level.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, D.C: Author.

12. • Individuals with a well-established DSM-IV
diagnosis of autistic disorder, Asperger’s
disorder, or pervasive developmental disorder
not otherwise specified should be given the
diagnosis of autism spectrum disorder.
Individuals who have marked deficits in social
communication, but whose symptoms do not
otherwise meet criteria for autism spectrum
disorder, should be evaluated for social
(pragmatic) communication disorder.
• Severity is based on social communication
impairments and restricted, repetitive patterns of
behavior.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, D.C: Author.

13. Level 3 "Requiring very substantial support”
Social communication
• Severe deficits in verbal and
nonverbal social communication
skills cause severe impairments in
functioning, very limited initiation
of social interactions, and minimal
response to social overtures from
others.
• For example, a person with few
words of intelligible speech who
rarely initiates interaction and,
when he or she does, makes
unusual approaches to meet
needs only and responds to only
very direct social approaches.
Restricted, repetitive
behaviors
• Inflexibility of behavior,
extreme difficulty coping with
change, or other
restricted/repetitive behaviors
markedly interfere with
functioning in all spheres.
Great distress/difficulty
changing focus or action.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, D.C: Author.

14. Level 2 "Requiring substantial support”
Social communication
• Marked deficits in verbal and
nonverbal social
communication skills; social
impairments apparent even
with supports in place; limited
initiation of social interactions;
and reduced or abnormal
responses to social overtures
from others.
• For example, a person who
speaks simple sentences,
whose interaction is limited to
narrow special interests, and
how has markedly odd
nonverbal communication.
Restricted, repetitive
behaviors
• Inflexibility of behavior,
difficulty coping with change,
or other restricted/repetitive
behaviors appear frequently
enough to be obvious to the
casual observer and interfere
with functioning in a variety
of contexts. Distress and/or
difficulty changing focus or
action.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, D.C: Author.

15. Level 1 "Requiring support”
Social communication
• Without supports in place, deficits
in social communication cause
noticeable impairments. Difficulty
initiating social interactions, and
clear examples of atypical or
unsuccessful response to social
overtures of others. May appear to
have decreased interest in social
interactions.
• For example, a person who is able
to speak in full sentences and
engages in communication but
whose to- and-fro conversation
with others fails, and whose
attempts to make friends are odd
and typically unsuccessful.
Restricted, repetitive
behaviors
• Inflexibility of behavior
causes significant
interference with functioning
in one or more contexts.
Difficulty switching between
activities. Problems of
organization and planning
hamper independence.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, D.C: Author.

16. Exceptional Student Education
Eligibility for Students with
Autism Spectrum Disorder
Statute and Regulatory Citations:
Title 34 Code of Federal Regulations (CFR) S300.8
Sections 1003.01 and 10003.57 Florida Statutes (FS)
Rules 6A-6.03023, Florida Administrative Code (FAC)

17. Definition
“Autism Spectrum Disorder (ASD) is defined as a range of pervasive
developmental disorders that adversely affects a student’s
functioning and results in the need for specially designed instruction
and related services. ASD is characterized by an uneven
developmental profile and a pattern of qualitative impairments in
social interaction and communication and the presence of restricted,
repetitive and/or stereotyped patterns of behavior, interests, or
activities. These characteristics may manifest in a variety of
combinations and range from mild to severe. ASD may include
autistic disorder, pervasive developmental disorder not otherwise
specified, Asperger’s disorder or other related pervasive
developmental disorders.”

18. Eligibility Criteria
A student is eligible for specially designed instruction
and related services as a student with ASD if
evidence of all of the following criteria are met:
• Uneven developmental profile as evidenced by
inconsistencies across or within the domains of language,
social interaction, adaptive behavior and/or cognitive skills.
• Impairment in social interaction as evidenced by delayed,
absent, or atypical ability to relate to people or the
environment.
• Impairment in verbal and/or nonverbal language or social
communication skills.
• Restricted, repetitive and/or stereotyped patterns of
behavior, interests or activities.
• The student demonstrates a need for special education.

19. Unique Philosophical, Curricular or
Instructional Considerations
• “While students with ASD share instructional
needs with other students, there are
characteristics that are specific to ASD, including
the development and use of language and
communications skills, the development of
appropriate social skills and the development of
appropriate behavioral skills. The need to tailor
instruction to the individual learning styles and
needs of each student requires that teachers of
students with ASD be knowledgeable in a variety
of educational strategies.

20. • Inherent in a program for students with ASD is
the recognition that ASD is a developmental
disability that severely impacts the student’s
communication, social and behavioral skills. It
is important to take into consideration the
student’s strengths and needs in all three
areas when tailoring an educational program
for the student.”

21. CHANGING OUR FOCUS

22. Why is it Important?
• Increase in prevalence in children
identified with an ASD
• Variety of diverse and unique needs
• Need for support for teachers
• Lack of knowledge, Resources, Training
• Ensuring access to the Least Restrictive
Environment
• Ensuring access to general education
curriculum
• Accommodations

23. Why it is Important
•Need for Support for Colleagues and Other
Service Providers
•Lack of knowledge, Resources, Training
•Need for uniformity
•In the identification and/or eligibility of ESE
programs
•Legal Issues
•Keeping up with Best Practice

24. MODEL FOR CONSULTATION
• Training
• Service Delivery
• Ongoing Assessment

25. Training Schedule
• Module 1: Introduction to Autism
• Social Communication
• Repetitive Behaviors
• Module 2: Principals of Behavior
• Identifying behavior in need of
remediation
• Strengthening functionally equivalent
behavior
• Antecedent strategies
• Module 3: Strategies for increasing Social Reciprocity and
Communicative Competency Skills

26. Training Schedule (cont.)
• Module 4: Teaching Emotional Self
Regulation
• Module 5: Interventions and Resources
• Module 6: Developing IEP Goals,
Behavior Goals, Collecting data

27. Service Delivery
• Classroom Observation
• Modeling
• Direct Instruction
• Classroom support
• Consultation with other
related service providers
• Assistance with accessing
resources
• Development of
intervention
• Assist with implementation
of goals, objective and
accommodations
• On line support forum
» Question
and Answers
» Web
resources
» Social
Stories
» Resources
from training

28. Ongoing Assessment
• Progress Monitoring Data
• Academic
• Behavioral
• Social Emotional
• Classroom Assessment Tool (CAT)
• ABC Data
• Fidelity Checks
• Needs Assessment
• Teachers
• Student
• Providing Feedback

29. Characteristics of Effective Collaboration
• Identifying mutual self-interests: In order to work effectively, a
collaboration often needs to take the time to explore and explicitly
name where their interest overlap, as well as anticipate where self-
interest may be in conflict.
• Clear goals and lines of accountability: Explicitly creating agreed-on
goals on the front end, along with development of measureable
benchmarks or a work plan to achieve those goals is significant. The
collaborative effort must also go beyond “just talk”. Accountability for
action and to each other is important.
• Good internal communication: Collaboration requires continual
information flow among members or partners in order to ensure
transparency and keep everyone on the same page.
• Trust and relationships: Trust, integrity, and respect that are
developed among the partners is often cited as critical.

30. • Patience, flexibility, openness to risk: The most effective
collaborations are often bold, knowing that there is a
possibility of failure. Being able to give and take and to
adapt to evolving needs of the collaborative effort is key.
• Clear roles and complementary functions: The division of
labor among collaborative partners and clarity about how
different roles complement each other is vital. Accountability
is closely connected to this characteristic.
• Shared narrative and messaging: Crafting a shared
communications strategy as well as determining who should
be the messenger/s or voice for an effort is a defining
element of effective collaboration.
• Strategy for engaging others in the work: Planning
engagement goals, strategies and tactics for building
supporters, advocates or champions, messengers, and/or
volunteers.
Characteristics of Effective Collaboration

31. INTERVENTION &
STRATEGIES

32. Interventions
Response to Intervention (RTI) is a multi-tier approach to the early identification
and support of students with learning and behavior needs. The following essential
components must be implemented with fidelity and In a rigorous manner:
• High-quality, scientifically based classroom instruction. All students receive high-
quality, research-based instruction in the general education classroom.
• Ongoing student assessment. Universal screening and progress monitoring
provide information about a student’s learning rate and level of achievement, both
individually and in comparison with the peer group. These data are then used
when determining which students need closer monitoring or intervention.
Throughout the RTI process, student progress is monitored frequently to examine
student achievement and gauge the effectiveness of the curriculum. Decisions
made regarding students’ instructional needs are based on multiple data points
taken in context over time.
• Tiered instruction. A multi-tier approach is used to efficiently differentiate
instruction for all students. The model incorporates increasing intensities of
instruction offering specific, research-based interventions matched to student
needs.
• Parent involvement. Schools implementing RTI provide parents information about
their child’s progress, the instruction and interventions used, the staff who are
delivering the instruction, and the academic or behavioral goals for their child.

33. • When designing interventions it is
important to recognize that a student
with autism is likely to have anxiety
before, during and after social
situations, which can result in
avoidance or inappropriate behaviors.
Building competence is essential to
reducing this anxiety.

34. Instructional Strategies
• Based on the body of research related to Autism Spectrum
Disorders (ASD) core deficits that require target intervention
include social reciprocity and social skills training.
• Being capable in social situations allows the individual to
successfully participate in meaningful life activities. Lack of
social understanding impacts all aspects of community
involvement including work, school, interpersonal
relationships and recreational activities.
• Assessing social competencies is needed in order to identify
target social skills that the student requires.
• It is also imperative to bear in mind that students with ASD
do not generally learn social skills incidentally by
observation and participation.
• Instead, target skill areas must be explicitly taught.

35. Strategies
• Autism Speaks identifies specific strategies for supporting social skill development:
• Behavior-specific praise and concrete reinforcement for what the student does well
socially
• Model social interaction, turn taking, reciprocity
• Teach imitation, motor as well as verbal
• Teach context clues and referencing others in the environment exhibiting the
desired behavior
• Break social skills into small component parts, and teach these skills through
supported interactions. Use visuals as appropriate.
• Use individual strengths to motivate interest in social interactions or to give a
student a chance to shine and be viewed as competent and interesting.
• Identify peers with strong social skills and pair the student with them so they have
good models for social interaction. Provide peers with strategies for eliciting
communication or other targeted objectives, while striving to keep peer interactions
as natural as possible.
• Focus on social learning during activities that are not otherwise challenging for the
child.
• Support peers and student with structured social situations with defined
expectations of behavior (e.g. first teach the necessary skill, such as how to play
Uno, in isolation, and then introduce it in a social setting with peers).
(Source: Autism Speaks Inc., 2008)

36. Strategies
• Provide structured supports or activities during recess.
• During group activities it is beneficial to help the student define
their role and responsibilities within the group, for example: assign
a role for the student while being mindful to rotate roles to build
flexibility and broaden skills.
• Use video modeling.
• Teach empathy and reciprocity. In order to engage in a social
interaction, a person needs to be able to take another’s perspective
and adjust the interaction accordingly. While their challenges often
display or distort their expressions of empathy, individuals with
autism often do have capacity for empathy. This can be taught by
making a student aware — and providing the associated vocabulary
— through commentary and awareness of feelings, emotional
states, recognition of others’ facial expressions and non-verbal
cues.
• Use social narratives and social cartooning as tools in describing
and defining social rules and expectations.
(Source: Autism Speaks Inc., 2008)

37. Strategies
• Develop listening and attending skills and teach ways to show
others that the student is listening.
• Teach a highly verbal student to recognize how, when and how
much to talk about himself or his interests. Directly teach the skills
relating to what topics to talk about with others, being aware of the
likes, dislikes and reading from the body language and facial
expressions of conversational partners.
• Teach social boundaries—things you should not talk about (or
whom you might talk to about sensitive subjects) and maintaining
personal space (an arm’s length is often used as a measurable
distance for conversation.)
• For older students, it is important to learn about the changes that
take place in their bodies and appropriate hygiene as they grow,
and communication supports and visuals should be employed to
help explain and teach.
(Source: Autism Speaks Inc., 2008)

38. Strategies
• According to information available on
www.socialthinking.com, ABA and social competency
teaching have strong evidence for school age students.
Less well studied interventions with apparently positive
impacts include: video modeling, using visual cues, peer
mentoring and parent training also have positive impact.
https://www.socialthinking.com/what-is-social-
thinking/michelles-blog/408-latest-research-on-social-skills-
interventions
• Based on the article, “A Meta-Analysis of School-Based
Social Skills Interventions for Children With Autism
Spectrum Disorders” by Bellini, S., Peters, J., Benner, L., &
Hopf, A. (2007):

39. Strategies
• Social skills instruction should take place in the general education
classroom. Research indicates that students generalize the social skills
instruction they receive in typical classroom settings significantly better
than instruction they receive in a pull-out program.
• The maintenance effects of social skills instruction were moderately strong.
In other words, children with autism remember and use what they learn
during social skills instruction relatively well.
• Match social skills taught to the skill deficits of children in the program. If
the student lacks a particular skill like initiating conversation, then an
intervention that focuses on skill development would be appropriate.
However, the child has the social skills needed to initiate conversations but
fails to do so on a regular basis then a strategy that allows the student to
practice and improve the performance of their current skill would be ideal.
• Social skills interventions were most effective for middle school and high
school-age students. Students in this age group were also better at
maintaining and generalizing what they learned in social skills training.
• Students in elementary school children with Autism Spectrum Disorder
showed the lowest intervention and generalization effects.
Guidelines for Educating Students with Autism Spectrum Disorders V October 2010
Virginia Department of Education, Office of Special Education and Student Services

40. Suggested Instructional Focus Areas:
• Joint attention
• Nonverbal interaction
• Imitation
• Peer interaction
• Turn taking
• Sharing
• Social reciprocity
• Emotional reciprocity
Guidelines for Educating Students with Autism Spectrum Disorders V October 2010
Virginia Department of Education, Office of Special Education and Student Services

41. • Self-regulation
• Group interaction/participation
• Self-awareness
• Perspective taking
• Social rules
• Social hierarchy
Suggested Instructional Focus Areas:
Guidelines for Educating Students with Autism Spectrum Disorders V October 2010
Virginia Department of Education, Office of Special Education and Student Services

42. SUGGESTIONS TO UTILIZE IN
THE CLASSROOM

43. Interventions Used to Make Transitions Easier
• Use a visual schedule
• Give a verbal warning
• Use a visual clock that counts down to show time
is going away to prepare the student for transition
• Provide an incentive for the student to self-
regulate
• Prepare the student – “Johnny, in five minutes, we
will leave for PE.”
• Practice change by role-playing
• Employ a signal technique to warn that the end of
an activity is near

44. Interventions Use to Assist in Responding
to Teacher Directives
• Teach the student to question any part of the activity or
the responses you expect of him/her that the student
does not understand.
• Have student paraphrase what is expected
• Reinforce the student for asking what is not
understood.
• Provide the student with clearly stated expectations.
• Use vocabulary that is within the student’s level of
comprehension when delivering directions,
explanations and information.
• Post written directives whenever possible for all
students to refer back to

45. Interventions Used to Increase Social
Reciprocity
• Use a verbal or visual cue to establish/increase eye
contact.
• Teach the student to associate different facial features
with emotions.
• Begin with an area/topic of interest to the
student.
• Use personalized social stories to help the
student understand appropriate interactions.
• Model appropriate responses.
• Organize the environment to encourage social
interactions in the classroom.
• Provide explicit instruction and reminders of
conversation etiquette.

46. Interventions to Decrease Impulsivity
• Establish classroom rules. Review rules often. Reinforce
the student for following the rules.
• Set time limits for completing assignments. Reward the
student for completing an assignment within the time
allotted.
• Reduce distracting stimuli -position the student’s desk or
work area in such a way that he/she is not visually distracted
by others.
• Allow the student to take a break while working on
assignments to relieve restlessness and improve
concentration.

47. Differentiation, Accommodations, &
Modifications

48. What is Differentiated Instruction?
• At its most basic level, differentiation
consists of the efforts of teachers to
respond to variance among learners in
the classroom.
• Whenever a teacher reaches out to an
individual or small group to vary his or
her teaching in order to create the best
learning experience possible, that
teacher is differentiating instruction.

49. Differentiation
• Teachers can differentiate at least four
classroom elements based on student readiness,
interest, or learning profile:
– Content – what the student needs to learn or how the student
will get access to the information;
– Process – activities in which the student engages in order to
make sense of or master the content;
– Products – culminating projects that ask the student to
rehearse, apply, and extend what he or she has learned in a
unit; and
– Learning environment – the way the classroom works and feels.

50. What are Accommodations?
• Academic accommodations are designed to provide
students with disabilities with equal access to the
curriculum and activities available to the general
population.
• Accommodations are NOT intended to water down the
curriculum or reduce academic expectations.
• Accommodations are based on the student’s
individual needs and are intended to assist the student
to do the same work and meet the same outcome
goals as his or her peers.
• Accommodations should be effective and reasonable.

51. What’s the Big Deal about Accommodations?
• General education teachers are provided little, if any, best
practice instruction in special education.
• Teachers are not trained on how to apply academic
accommodations and, as a result, many to not make any
accommodations at all (Harris, Fink-Chotempa, & MacAurthur,
2003).
• When accommodations are made, they are more likely to be
general, whole-class accommodations rather than
individualized to the student as required by law (Leyser &
Tappendorf, 2001).
• One study found only one in four general education teachers
routinely accommodated and individualized teaching to meet
the specific needs of students (Fuchs, Fuchs, & Bishop, 1992).

52. Effective Accommodates
• Ensure that you have the resources and
materials necessary to work with all of the
students in your classroom. A needs
assessment can help identify training and
consultation needs among teachers.
• Become familiar with appropriate
accommodations for students in the general
education setting.
• Collect data regarding the effectiveness of the
accommodation(s) being provided.
• Be an active participant in IEP meetings. Have
data available to assist team in decision making.

53. Remember…
• Accommodations are individualized to
the student – not the disability.
• Accommodations allow the student to
participate in the general education
setting – it does not give them an unfair
advantage.
• Accommodations are based on the
needs of the student and should be
based on data.

54. What are Modifications?
• The term "modification" may be used to
describe a change in the curriculum.
• Modifications are made for students with
disabilities who are unable to comprehend all
of the content an instructor is teaching.
• For example, assignments might be reduced
in number and modified significantly for an
elementary school student with cognitive
impairments that limit his/her ability to
understand the content in general education
class in which they are included.

55. MORE ABOUT MODIFCATIONS…
• Modifications are generally connected to instruction and
assessment; things that can be tangibly changed or modified.
• Usually a modification means a change in what is being taught
to or expected from the student.
• Making the assignment easier so the student is not doing the
same level of work as other students is an example of a
modification. This change is specific to a particular type of
assignment.
• Making a slight modification to an assignment can drastically
improve a student’s ability to be academically successful.
Changing what is being taught could make the difference in
whether a student becomes proficient in the general education
curriculum, which in turn could result in the attainment of a
regular diploma as opposed to achieving an IEP diploma.

56. THE BOTTOM LINE-
The Truth about ALL support
• The reality is that often times a student requires both
modifications and accommodations to support learning.
• Modifications and/or accommodations are most often made
in scheduling, setting, materials, instruction, and student
response.
• Modifications deliberately lower the level of the instructional
content delivered, while accommodations are generally best
practices used for all students, in a differentiated classroom.
• The most important thing about modifications and
accommodations is that both are meant to help children
learn.
• Fair is not always equal but equal is always fair.

57. USING CBM/Progress monitoring
data to Develop IEP GOALS

58. Progress Monitoring
• Academic
– EasyCBM
– Dibels
– Great Leaps
• Behavior
– Point Sheet
– BIR
– Behavior checklists
– Observation tool

59. Resources
• Autism Speaks
• National Education Association (NEA):
Autism Resources for Teachers
• American Speech-Language-Hearing
Association (ASHA)
• National Association of School
Psychologists (NASP)
• PBIS World
• Autism for Teachers.com

60. References
• American Psychiatric Association. (2013). Diagnostic and statistical manual
of mental disorders (5th ed.). Washington, D.C: Author.
• Community Report on Autism 2014. United States: n.p., 2014. Center for
Disease Control. Autism and Developmental Disabilities Monitoring
Network. Web. 1 Oct. 2014.
• Individuals with Disabilities Education Act. (n.d.). Retrieved June 9, 2014,
from http://idea.ed.gov
• "CDC Estimates 1 in 68 Children Has Been Identified with Autism Spectrum
Disorder." Centers for Disease Control and Prevention. Centers for Disease
Control and Prevention, 27 Mar. 2014. Web. 02 Nov. 2014.
• Rosenfield, S. (2008). Best Practice in Instructional Consultation and
Instructional Consultation Teams. Best Practices in School Psychology,
Fifth Edition. :National Association of School Psychologist.
• Sheridan, S., Swanger-Gagne, M., Welch, G., Kwon, K., & Garbacz, S. A.
Fidelity Measurement in Consultation: Psychometric Issues and Preliminary
Examination. School Psychology Review, 38, 476-495.
• Wilkinson, L. (2010). A Best Practice Guide to Assessment and Intervention
for Autism and Asperger Syndrome in Schools.: Jessica Kingsley
Publishing.