This is the open-access version of this video and your completion of it is not recorded. It also does not contain embedded questions or interactions like the CEU and standard versions.
Open Educational Resources logo

Education-based Evaluations for Autism Spectrum Disorder

Stephanie Dyer & Kelly Rogers
The evaluation process in schools is different than the requirements for evaluation in clinical settings, which often is confusing for both families and practitioners. This session will outline critical components and processes for an education-based special education eligibility evaluation for Autism Spectrum Disorder, including a review of key language within the Michigan Administrative Rules for Special Education (MARSE) ASD eligibility criteria. Evaluation components and processes outlined in the EducationBased Evaluations for ASD document published by the Michigan Autism Council will also be discussed, which include tools and examples for interviews, observations, and report-writing. A brief review of available standardized tests and their use in schools and an overview of the differential eligibility decision-making processes within the education-based evaluation will also be included.

Presented at the 2022 Michigan Autism Conference

Stephanie Dyer joined the Statewide Autism Resources & Training (START) Project at Grand Valley State University full-time in the fall of 2022, after contracting with START as a state-wide presenter and content developer since 2008. Stephanie has extensive experience with Positive Behavioral Interventions & Supports (PBIS), education-based evaluations for ASD, IEP development and implementation, supporting social competency, and trainer/coach development. She has participated in state-level projects and workgroups related to autism, behavior, and early childhood and has presented at numerous state and national conferences. For the past ten years, Stephanie worked with Michigan’s MTSS Technical Assistance Center (MiMTSS), with her work primarily focused on district/school implementation of PBIS and intervention systems within an MTSS framework, including intensification of behavioral intervention and FBA/BIP, as well as trainer/coach development. During her career in public education, Stephanie has also served as a school psychologist, behavior interventionist, autism coordinator, and special education supervisor in urban and rural districts and ISDs.

Kelly Rogers is a school psychologist and Board Certified Behavior Analyst (BCBA). Currently, she works as the Special Education Coordinator at Char-Em ISD. Prior to that, she worked with the Autism Education Center from 2001 as a contractor, and then full-time from 2003 until March 2020. Kelly has extensive experience and expertise on topics related to evaluation for special education eligibility, positive behavioral interventions and supports and ABA (Applied Behavioral Analysis), IEP development and implementation, and guiding principles for establishing effective programs for students on the autism spectrum. She also contributes to the development of systems of support for students with ASD as they transition to employment settings, including the utilization of tools, checklists, and resources that improve the process of transition.

    Your Cart
    Your cart is emptyReturn to Shop
      Apply Coupon