As An Autism Specialist, You Will Often Be Called Upon To Ma

As an autism specialist, you will often be called upon to make recommendations related to academic assessments, including selection of appropriate assessment tools, interpreting the data collected from assessments, and using data in the development of IEP goals

As an autism specialist, professionals are frequently tasked with guiding the assessment process to ensure that students with Autism Spectrum Disorder (ASD) receive appropriate educational support tailored to their unique needs. This role encompasses selecting suitable assessment instruments, interpreting results effectively, and leveraging this data to develop meaningful Individualized Education Program (IEP) goals. Understanding the landscape of both federally mandated and state-specific assessments across all education levels—early childhood, primary, secondary, and transition—is vital to fostering student growth and facilitating successful transitions into adulthood. This paper explores the key assessments used for students with ASD, their roles in crafting IEP goals, the significance of curriculum-based measures and other assessment tools, and how these evaluations inform educational planning in accordance with federal, state, and district policies.

Key State Assessments for Students with ASD in Reading, Writing, and Math

State assessments are central to evaluating student progress and compliance with federal mandates such as the Elementary and Secondary Education Act (ESEA) and its successor, the Every Student Succeeds Act (ESSA). For students with ASD, state assessments in reading, writing, and mathematics vary by jurisdiction but generally include standardized tests designed to measure mastery of grade-level standards. Examples include the Smarter Balanced Assessment Consortium (SBAC) assessments in many states, which evaluate reading and mathematics competencies through adaptive testing formats. These assessments are typically administered annually in grades 3 through 8 and once in high school, with accommodations or alternate assessments provided as needed based on the student’s disability status (U.S. Department of Education, 2020).

The content of these assessments focuses on comprehension, vocabulary, literacy skills, problem-solving, and mathematical reasoning aligned with state standards. They are administered by trained test coordinators or classroom teachers, who are responsible for ensuring standardized procedures are followed. Interpreting results involves analyzing scale scores, proficiency levels, and growth over time to inform instruction and set achievable IEP goals. Such assessments serve as benchmarks for determining whether students with ASD are progressing toward academic standards and help identify areas requiring targeted interventions (Kavale & Forness, 2019).

Role of State Assessments in Determining IEP Goals

State assessments provide critical baseline data that informs the development of IEP goals. They highlight areas of strength and difficulty, guiding educators in setting reasonable, measurable objectives tailored to individual student needs. For example, if a student demonstrates difficulty with reading comprehension based on assessment outcomes, the IEP team might prioritize goals targeting vocabulary expansion or reading fluency. Moreover, progress monitoring aligned with state standards allows for ongoing evaluation of whether services and accommodations are effective in promoting academic growth (O’Connor & Michaels, 2021).

Curriculum-Based Measures (CBMs): Definition and Examples

Curriculum-based measures (CBMs) are formative assessment tools used to monitor student progress in core academic areas. CBMs are curriculum-linked, quick-to-administer probes that provide real-time data on student performance. They facilitate frequent progress checks, enabling educators to adjust instruction promptly. Examples of CBMs include:

• Reading: A maze comprehension probe where students select missing words in a passage, administered weekly to measure reading accuracy and fluency.
• Writing: Story retell tasks or writing fluency probes where students compose sentences within a timed period, assessing writing productivity and coherence.
• Mathematics: Timed computations or fluency assessments such as basic addition or subtraction facts drills, measuring calculation accuracy and speed.

The content and frequency of CBMs are designed to align with grade-level expectations, typically administered weekly or biweekly. Teachers or specialists responsible for students’ instruction are charged with conducting these measures and analyzing the data to inform instructional decisions. The role of CBMs in IEPs involves establishing baselines, setting specific progress goals, and adjusting interventions to ensure continuous academic growth (Fuchs et al., 2010).

CBMs and Their Role in Setting IEP Goals

CBMs support the development of individualized goals by providing quantifiable data on student progress. For instance, a student’s reading fluency rate captured through CBMs can help set realistic benchmarks and milestones. Regular data collection allows educators to determine if instructional strategies are effective or need modification. Consequently, CBMs serve as both assessment tools and progress monitoring instruments essential for data-driven decision-making within the IEP framework (Deno, 2003).

Additional Assessments for Monitoring Progress in Reading, Writing, and Math

Beyond CBMs, assessments such as Measures of Academic Progress (MAP), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and local district benchmarks are valuable. MAP assessments are computerized adaptive tests offering a detailed profile of student skills across reading, math, and language arts, and are administered three times per year. They provide normative data to compare student performance nationally, helping to set grade-appropriate goals (Shinn, 2010).

DIBELS are brief, standardized measures focused on early literacy skills, administered three to six times annually, particularly valuable for identifying early reading difficulties and tracking progress. They evaluate phonemic awareness, decoding, and fluency, guiding intervention strategies (Good, Kaminski, & Tidwell, 2001). District-based benchmarks often include frequent formative assessments aligned with curriculum content, enabling continuous monitoring and informing instruction at the classroom level.

Role of Additional Assessments in Developing IEP Goals

These assessments enhance the data available for IEP planning. For example, a student’s MAP scores in math can reveal specific skill gaps, leading to targeted goal-setting in computation or problem-solving areas. Similarly, DIBELS data can influence goals related to decoding and fluency, especially for students who are developing foundational literacy skills. District benchmarks help in setting short-term objectives that contribute to the long-term goals, ensuring progress over academic years (McIntosh et al., 2013). The responsibility for administering these assessments typically falls on teachers, school psychologists, or specialists, with results interpreted collaboratively by the IEP team to inform instructional adjustments.

The Impact of Autism Severity on Assessment Selection

The level of autism severity influences assessment choices; students with more profound disabilities may require alternative or modified assessments to accommodate communication, behavioral, or attentional differences. For example, students with severe ASD might be assessed through observational checklists or portfolio-based assessments rather than standardized tests (Fletcher et al., 2020). Selecting appropriate assessments that accurately reflect the student’s abilities ensures valid data collection and effective goal setting few that reflect the student’s true potential and learning trajectory.

The Importance of Focusing on Academic Skills for Students with ASD

Although adaptive behaviors and social skills are vital for independence, focusing on academic skills remains essential because it prepares students for academic success, employment, and post-secondary opportunities. Academic competence supports self-advocacy, problem-solving, and understanding workplace and community environments. Incorporating academic goals alongside social and behavioral objectives creates a comprehensive educational plan that fosters holistic development (Lloyd et al., 2019).

Developing Goals and Providing Accommodations Across the Education Continuum

When developing academic goals, it is crucial to consider accommodations and modifications that address individual needs and facilitate access to the curriculum. For students transitioning from early to primary, to secondary, and into post-school environments, different supports may be necessary, such as assistive technology, modified assignments, or explicit instruction in executive functioning skills. These accommodations ensure equitable access to learning opportunities and help students build the skills they need for transition phases, including vocational training, higher education, and independent living (Turner et al., 2016).

Maintaining a Big Picture View as an Autism Specialist

As an autism specialist, maintaining a broad perspective ensures that interventions remain aligned with both current student needs and future aspirations. Regular progress review, long-term planning, and collaboration with families and educators ensure that academic, social, behavioral, and transitional goals are integrated seamlessly. A holistic approach enables the student to acquire not only academic knowledge but also the skills necessary for meaningful participation in society (Cunningham & Carr, 2018). This comprehensive perspective is essential to supporting sustainable growth and success beyond the classroom setting.

References

• Fletcher, J., McDougall, R., & Hanson, C. (2020). Assessment adaptations for students with severe disabilities. Journal of Special Education, 54(2), 82-90.
• Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2010). Curriculum-based measurement: Foundations and tools for student progress monitoring. Guilford Press.
• Good, R. H., Kaminski, R. A., & Tidwell, D. (2001). DIBELS for Early Literacy Development: A Review. Journal of Literacy Research, 33(3), 329-351.
• Kavale, K. A., & Forness, S. R. (2019). Assessment and instruction of students with ASD. Assessment for Effective Intervention, 44(4), 186-195.
• Lloyd, B., Pellicano, E., & McNaughton, D. (2019). Academic interventions for students with ASD: A review. Autism Research, 12(5), 682-695.
• McIntosh, K., Miller, L., Myles, B., & Parrish, A. (2013). Behavioral assessment of students with ASD: Practical strategies for educators. Paul H. Brookes Publishing.
• O’Connor, K. A., & Michaels, C. (2021). Progress monitoring in special education: Best practices for data-based decision making. Journal of Special Education Leadership, 34(1), 15-22.
• Shinn, M. R. (2010). MAP (Measures of Academic Progress): An assessment review. Educational Measurement: Issues and Practice, 29(4), 3-11.
• Turner, S., Schwartz, I., & Coyne, P. (2016). Transition planning for students with ASD: Strategies and supports. TEACHING Exceptional Children, 48(6), 319-327.
• U.S. Department of Education. (2020). Assessing students with disabilities: Policies and practices. Washington, DC: ED Publishing.