Recognizing Red Flags for Autism in Children

undefined
 
Red Flags for Every
Teacher
 
Kara Bratton
Lutheran Special Education Ministries
kbratton@luthsped.org
https://luthsped.org/2018/08/28/
lea-webinar-
red-flags
/
 
Autism: Characteristics
 
O
Speech and Communication Differences
O
Use few or no spoken words by age two, nor do they use
gestures, gibberish, or other means to communicate their
needs or thoughts.
O
Use only words they are repeating from television, movies, or
other people, especially if they are not using the words to
communicate meaning (e.g., repeating a random phrase from
a favorite TV show).
O
Not hard of hearing but don't respond when their name is
called.
O
Lack of eye contact, even when eye contact is requested.
O
Never initiating interactions or conversations with others.
O
Do not go through the usual babbling or gibberish stages of
speech.
O
May develop spoken language at the usual time, but use
words oddly, have an unusually flat voice, or misunderstand
the intended meaning of words.
 
Autism: Characteristics
 
O
Play Skills
O
Lining up objects or toys rather than using them in pretend
or interactive play;
O
Interacting in the same way with the same objects (toys,
doors, containers, etc.) over and over again;
O
Enacting the same scenes (often from TV) over and over
again in exactly the same way;
O
Engaging in "parallel play" (two children playing near one
another but not interacting) long past the point when such
play is developmentally typical;
O
Ignoring or responding angrily to attempts to join them in
their play or make changes to their play schemes;
O
Having difficulty with age-appropriate forms of play such as
rule-based games, pretend play, organized sports, or other
activities that require social communication.
 
Autism: Characteristics
 
O
Physical Reactions and Behaviors
O
Rock, flap, or otherwise "stim," often as a way to calm
themselves;
O
Over- or under-respond to sensory input, including pain;
O
Unusually picky eaters and may refuse foods with
particular textures or strong flavors;
O
Unusual gait that may include toe walking or awkward
movements;
O
Respond in age-inappropriate ways to unexpected
changes in routine (angry melt-downs or extreme
anxiety as a result of apparently minor changes);
O
Exhibit age-inappropriate behaviors or interests or have
difficulty with developing age-appropriate abilities in
toileting, dressing, etc.
 
Autism: Characteristics
 
O
Physical Symptoms
O
Sleep problems are common among people with
autism. Many autistic children have trouble falling or
staying asleep, and adults on the spectrum often
have similar issues.
O
Many children with autism have mild or more
significant delays in gross and ​fine motor skills; for
example, they may have difficulty with manipulating
silverware, using scissors, climbing, jumping, etc.
O
Seizure disorders are more common among children
with autism.
O
Gastrointestinal (GI) problems such as constipation,
diarrhea, and/or vomiting are more common among
children with autism.
 
Autism: Characteristics
 
O
Hyperlexia: a very precocious ability to decode written
language without the accompanying ability to
understand the meaning of the text;
O
Synesthesia: unique responses to sound, color,
letters, or numbers (for example, some people with
synesthesia "see" sounds, "hear" colors, or otherwise
experience unique responses to sensory input;
O
Savant syndrome: small percentage of the autistic
population, may have amazing abilities to memorize
information, do complex calculations, play piano, and
so forth—much like the character of Raymond in the
movie "Rain Man.”
 
Autism: Early Signs
 
O
The characteristic behaviors of autism spectrum
disorder may be apparent in infancy (18 to 24
months), but they usually become clearer during early
childhood (24 months to 6 years)
O
Most obvious signs of autism and symptoms of
autism tend to emerge between 2 and 3 years of age
O
Any of these “red flags” does not mean a child has
autism. But because the disorder’s symptoms vary so
widely, a child showing these behaviors should be
evaluated by a multidisciplinary team
O
Under the DSM-5 criteria, individuals with ASD must
show symptoms from early childhood, even if those
symptoms are not recognized until later
 
 
Autism: Early Signs
 
O
No big smiles or other warm, joyful expressions by six
months or thereafter
O
No back-and-forth sharing of sounds, smiles, or other
facial expressions by nine months or thereafter
O
No babbling by 12 months
O
No gesturing (pointing, waving bye-bye) by 12 months
O
No words by 16 months
O
No two-word meaningful phrases (without imitating or
repeating) by 24 months
O
Any loss of speech or babbling or social skills at any
age
 
Autism: Early Signs
 
O
Doesn’t make eye contact (e.g. look at you when
being fed).
O
Doesn’t smile when smiled at.
O
Doesn’t respond to his or her name or to the
sound of a familiar voice.
O
Doesn’t follow objects visually.
O
Doesn’t point or wave goodbye or use other
gestures to communicate.
O
Doesn’t follow the gesture when you point things
out.
 
Autism: Early Signs
 
O
Doesn’t make noises to get your attention.
O
Doesn’t initiate or respond to cuddling.
O
Doesn’t imitate your movements and facial
expressions.
O
Doesn’t reach out to be picked up.
O
Doesn’t play with other people or share
interest and enjoyment.
O
Doesn’t ask for help or make other basic
requests.
 
Risk Indicators for
Preschoolers
 
O
A history of significant language delay or disorder,
even if the child currently appears to have age-
appropriate language abilities
O
Limited exposure to oral and written language before
beginning school
O
A native language other than English
O
A disability that affects oral language acquisition,
such as a hearing impairment
O
A significant history of reading difficulties in close
family members
O
Oral language difficulties (poor vocabulary, listening
comprehension, or grammatical abilities for the
child’s age)
 
Risk Indicators for Children in
Kindergarten and First Grade
 
O
Poor phonological/phonemic awareness (inability to
rhyme, identify initial and final sounds of spoken
words, or to blend and segment one-syllable spoken
words)
O
Lack of familiarity with basic print concepts such as
(1) print conveys meaning, (2) print is read left to
right, and (3) words are separated by spaces
O
Poor knowledge of common letter-sound
relationships
O
Difficulty decoding unfamiliar words at the middle or
end of first grade, especially as measured by reading
of nonsense words such as “zat”
 
Risk Indicators for Children in
Second and Third Grade
 
O
Ongoing difficulties with decoding of
unfamiliar words
O
Slow, labored, dysfluent reading in grade-
appropriate text
O
Poor reading comprehension
O
Poor spelling
 
Signs of Math Difficulties
 
O
Warning Signs in Preschool or Kindergarten
O
Has trouble learning to count, especially when it comes to
assigning each object in a group a number
O
Has trouble recognizing number symbols, such as making
the connection between “7” and the word 
seven
O
Struggles to connect a number to a real-life situation, such
as knowing that “3” can apply to any group that has three
things in it—3 cookies, 3 cars, 3 kids, etc.
O
Has trouble remembering numbers, and skips numbers
long after kids the same age can count numbers and
remember them in the right order
O
Finds it hard to recognize patterns and sort items by size,
shape or color
O
Avoids playing popular games like Candy Land that involve
numbers, counting and other math concepts
 
Signs of Math Difficulties
 
O
Warning Signs in Grade School
O
Has trouble recognizing numbers and
symbols
O
Has difficulty learning and recalling basic
math facts, such as 2 + 4 = 6
O
Struggles to identify +, ‒ and other signs
and use them correctly
O
May still use fingers to count instead of
using more sophisticated strategies
O
Has trouble writing numerals clearly or
putting them in the correct column
 
Signs of Math Difficulties
 
O
Has trouble coming up with a plan to solve a
math problem
O
Struggles to understand words related to math,
such as 
greater than
 and 
less than
O
Has trouble telling his left from his right, and has
a poor sense of direction
O
Has difficulty remembering phone numbers and
game scores
O
Avoids playing games like Risk that involve
number strategy
O
Has trouble telling time
 
Indicators of Learning
Disabilities
 
O
Preschool
O
Speaks later than most children
O
Pronunciation problems
O
Slow vocabulary growth, often unable to find the
right word
O
Difficulty rhyming words
O
Trouble learning numbers, alphabet, days of the
week, colors, shapes
O
Extremely restless and easily distracted
O
Trouble interacting with peers
O
Difficulty following directions or routines
O
Fine motor skills slow to develop
 
Indicators of Learning
Disabilities
 
O
Grades K-4
O
Slow to learn the connection between letters and sounds
O
Confuses basic words (
run
, 
eat
, 
want
)
O
Makes consistent reading and spelling errors including letter
reversals (
b
/
d
), inversions (
m
/
w
), transpositions (
felt
/
left
), and
substitutions (
house
/
home
)
O
Transposes number sequences and confuses arithmetic signs (+, -,
x, /, =)
O
Slow to remember facts
O
Slow to learn new skills, relies heavily on memorization
O
Impulsive, difficulty planning
O
Unstable pencil grip
O
Trouble learning about time
O
Poor coordination, unaware of physical surroundings, prone to
accidents
 
Indicators of Learning
Disabilities
 
O
Grades 5-8
O
Reverses letter sequences (
soiled
/
solid
, 
left
/
felt
)
O
Slow to learn prefixes, suffixes, root words, and other
spelling strategies
O
Avoids reading aloud
O
Trouble with word problems
O
Difficulty with handwriting
O
Awkward, fist-like, or tight pencil grip
O
Avoids writing assignments
O
Slow or poor recall of facts
O
Difficulty making friends
O
Trouble understanding body language and facial
expressions
 
Indicators of Learning
Disabilities
 
O
High School Students and Adults
O
Continues to spell incorrectly, frequently spells the same
word differently in a single piece of writing
O
Avoids reading and writing tasks
O
Trouble summarizing
O
Trouble with open-ended questions on tests
O
Weak memory skills
O
Difficulty adjusting to new settings
O
Works slowly
O
Poor grasp of abstract concepts
O
Either pays too little attention to details or focuses on them
too much
O
Misreads information
 
Indicators of ADD/ADHD
 
O
Some signs of hyperactivity-impulsivity are:
O
Feeling restless, often fidgeting with hands or
feet, or squirming while seated
O
Running, climbing, or leaving a seat in
situations where sitting or quiet behavior is
expected
O
Blurting out answers before hearing the
whole question
O
Having difficulty waiting in line or taking
turns.
 
Indicators of ADD/ADHD
 
O
Some signs of inattention:
O
Often becoming easily distracted by irrelevant
sights and sounds
O
Often failing to pay attention to details and
making careless mistakes
O
Rarely following instructions carefully and
completely losing or forgetting things like toys, or
pencils, books, and tools needed for a task
O
Often skipping from one uncompleted activity to
another.
 
Indicators of ADD/ADHD
 
O
Because everyone shows some of these behaviors at times, the diagnosis
requires that such behavior be demonstrated to a degree that is
inappropriate for the person's age. The diagnostic guidelines also contain
specific requirements for determining when the symptoms indicate ADHD.
The behaviors must appear early in life, before age 7, and continue for at
least 6 months. Above all, the behaviors must create a real handicap in at
least two areas of a person's life such as in the schoolroom, on the
playground, at home, in the community, or in social settings. So someone
who shows some symptoms but whose schoolwork or friendships are not
impaired by these behaviors would not be diagnosed with ADHD. Nor would
a child who seems overly active on the playground but functions well
elsewhere receive an ADHD diagnosis.
O
To assess whether a child has ADHD, specialists consider several critical
questions: Are these behaviors excessive, long-term, and pervasive? That is,
do they occur more often than in other children the same age? Are they a
continuous problem, not just a response to a temporary situation? Do the
behaviors occur in several settings or only in one specific place like the
playground or in the schoolroom? The person's pattern of behavior is
compared against a set of criteria and characteristics of the disorder as
listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-
TR.)”  ldonline.org
 
Process for Evaluation
 
O
Understand the local school district’s procedures
O
Have documentation ready
O
Any medical diagnoses
O
Documentation of parent and/or school concerns
O
Documentation of interventions (see Intervention Plan)
O
Documentation of any benchmark assessments/standardized
tests
O
Documentation of any behavioral concerns
O
Understand that if documentation is limited or does not show
interventions attempted by school, or that the student is young
and has not had much time to progress academically with
interventions, request for evaluation from school district will
likely be denied
O
Private evaluation may be pursued by parent, but this does not
automatically qualify student for IEP/ISP
 
Process for Evaluation
 
O
Think about the purpose of possible evaluation
O
Young children, while eligible for Child Find, are
often difficult to assess or for assessment to show
information needed for diagnosis
O
Assessment results are a major determinant of
eligibility so age does need to be considered
depending on the potential diagnosis
O
What information does the teacher/school need
in order to help the child?  Are interventions and
supports currently helping the child succeed?
What information could be added from an
evaluation that would change instruction?
 
Process for Evaluation
 
O
Meet with parents when you have concerns
O
Discuss if the difficulties are new or recurring.  Parents can
share information from previous years and home
observations
O
Is the difficulty constant or isolated?  Teacher can
document difficulties that are not isolated with dates
O
Is the difficulty appropriate for children of this age or is it
an atypical difficulty
O
Develop a plan based on meeting
O
Keep parents informed about any changes and progress
O
If determined interventions are not producing
improvement, moving on to a referral or pre-referral
(depending on district procedures) may be helpful
 
 
What To Look For
 
O
Risk Indicators
O
Response to Accommodations and
Interventions
O
Behaviors
O
Parental Input
O
Observe and document all of these!
O
Intervention Plan (on website link)
O
Accommodations Checklists (on website link)
 
Intervention &
Documentation
 
 
O
Special education shall not act upon a referral without
documented program modifications.
O
Grab a folder or notebook that you will use to collect
documentation about your interventions, accommodations,
and modifications for the student. Include dates and details. It
is also advisable to keep a record of the phone and email
correspondences you have with parents and relevant school
personnel.
O
If you have not yet tried any accommodations or modifications
to support the child’s needs in your classroom, consult with
others (teachers, the resource specialist, or the school
psychologist) about ways to help your student.
O
Inform the student’s parent about your concerns. Find out
what their perspective is on the issue. Let them know what
interventions you are considering. Find out if they have
effective interventions they use at home.
 
Intervention &
Documentation
 
O
Once you have selected an intervention to try, select a metric you will
use to measure improvement. The metric should be observable or
recordable (e.g., measured increase in reading fluency; measured
decrease in the number of outbursts in a week). Make sure to include
the dates of intervention, record progress notes, and to decide in
advance how long is a reasonable time frame to expect progress.
O
If you have already tried some interventions, document what you have
done retroactively, including the dates and metrics you are using to
measure progress. Do a self-assessment: Were the interventions tried
for a reasonable time period? Were the interventions implemented
systematically and appropriately considering the child’s needs such
that I would expect progress with a typically developing child? If you
need more evidence about the efficacy of an intervention, adjust your
approach accordingly.
O
 If you have exhausted your own resources and your student is not
making measurable progress (on the metric you selected) with the
interventions you have tried, then you have some evidence that your
student may require special education.
 
Intervention &
Documentation
 
O
“An intervention plan should be in place long
enough to judge with confidence whether
that plan is working. It is recommended that
RTI Teams set a reasonable default length of
time that intervention plans will be in effect
(e.g., 6 to 8 instructional weeks). However,
teams should also have the latitude to set
longer or shorter intervention timespans
based on the facts of the specific student
case.”  rtinetwork.org
 
Intervention &
Documentation
 
O
“How many intervention plans should the RTI Team implement before
deciding that a student has failed to adequately respond to general-
education interventions?
O
Each school district must develop its own decision rules for judging
when a series of general- education intervention plans have failed to
work and for deciding that a student is not responding adequately to
intervention. The foundation assumption of RTI is that students in
general education who begin to experience academic or behavioral
problems are typical learners and that it is the school’s responsibility to
find strategies that will allow those students to experience success. A
district’s RTI decision rules for a referral to special education should
require evidence beyond a reasonable doubt that a student is not
responding to general- education interventions. For many districts,
these decision rules require that a minimum of 3 separate intervention
plans be attempted—with each intervention plan being tried for at least
6 to 8 instructional weeks—before the school can adequately judge
whether a given student has or has not responded to intervention.”
rtinetwork.org
 
Tools
 
O
ADDES 4 (Attention Deficit Disorder Evaluation Scale-4th Edition)-
https://www.hawthorne-ed.com/pages/adhd/ad1.html
O
ADD/ADHD Online Screen: 
https://www.additudemag.com/adhd-
symptoms-test-children/?src=embed_link
O
Modified Checklist for Autism in Toddlers (M-CHAT-R)-
https://www.autismspeaks.org/what-autism/diagnosis/screen-your-
child
O
DSM 5 Checklist (website link)
O
DSM 5 Diagnostic Criteria- 
https://www.autismspeaks.org/what-
autism/diagnosis/dsm-5-diagnostic-criteria
O
Ages and Stages Questionnaire-
https://www.asqonline.com/family/993-screening-family-access-open-
asq-3-english/start
 
 
 
 
 
 
 
 
 
Tools
 
O
Early Learning Observation and Rating Scale (puts focus on signs
of learning disabilities)-
O
http://www.getreadytoread.org/screening-tools/early-learning-observation-
rating-scale/elors-the-observation-forms
O
Get Ready to Read Screening Tool-
O
http://www.getreadytoread.org/screening-tools/grtr-screening-
tool/the-tool
O
Getting Ready for Kindergarten
O
Parent Checklists
O
http://www.getreadytoread.org/images/content/downloads/Kindergarten_R
eadiness_Toolkit/Handouts/getting_ready_for_kindergarten_handouts.pdf
O
Teacher Checklists
O
http://www.getreadytoread.org/images/content/downloads/Kindergarten_R
eadiness_Toolkit/03_kindergarten_readiness_checklist.pdf
O
http://www.getreadytoread.org/images/content/downloads/Kindergarten_R
eadiness_Toolkit/04_readiness_indicators_observation_guide.pdf
 
 
 
 
 
 
 
 
 
O
Universal Screeners/Benchmark
Assessments/Progress Monitoring
O
DIBELS Next: https://dibels.org
O
Aimsweb: http://www.aimsweb.com
O
EasyCBM (free and paid versions available;
paper/pencil and online assessments)
O
https://www.easycbm.com
O
Entrance Screener/Brief Achievement
O
WRAT 4 or 5:
https://www.pearsonclinical.com/education/prod
ucts/100001722/wide-range-achievement-test-4-
-wrat4.html
 
Assessments
 
O
In depth Academic Achievement
O
WJIV: http://www.hmhco.com/hmh-
assessments/clinical-and-special-needs-
assessment/wj-iv
O
Brigance (also Early Childhood):
https://www.curriculumassociates.com/prod
ucts/BRIGANCEoverview.aspx
O
Key Math:
https://www.pearsonclinical.com/education/
products/100000649/keymath3-diagnostic-
assessment.html
 
Assessments
 
Reading and Math Resources
 
O
Florida Center for Reading Research Student Center Activities:
Reading
O
http://www.fcrr.org/for-educators/sca.asp
O
National Council of Teachers of Mathematics: Focal Points
Activities
O
http://illuminations.nctm.org/Default.aspx
O
Reading Rockets
O
http://www.readingrockets.org/guides/other
O
http://www.readingrockets.org/guides/readingrockets
O
http://www.intensiveintervention.org/sample-lessons-activities
O
http://www.doe.virginia.gov/instruction/mathematics/element
ary/number_sense_module/nns_modules_2012.pdf
O
Chris Woodin Math:
https://sites.google.com/a/woodinmath.com/main/home
O
Teach4Mastery Math:  https://teach4mastery.com
 
 
 
 
Reading and Math Resources
 
O
Bob Sornson Early Learning Foundation
O
http://earlylearningfoundation.com/publicati
ons/
O
Essential Skill Inventories
O
The Math MOMS & DADs Home Program
O
Hawthorne Intervention Manuals-
https://www.hawthorne-
ed.com/pages/home%20page/interventionman
uals.html
 
Stay in Touch!
 
 
 
 
O
Luthsped.org
O
Sign up for our free e-newsletters
O
Always available for FREE consultations
O
Available for professional development for
schools and churches
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Autism presents challenges in speech, communication, play skills, physical reactions, and behaviors. Recognizing early signs like a lack of eye contact, delayed speech, repetitive behaviors, and sensory sensitivities can help educators provide appropriate support and interventions for children on the autism spectrum.


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  1. Red Flags for Every Teacher Kara Bratton Lutheran Special Education Ministries kbratton@luthsped.org https://luthsped.org/2018/08/28/lea red red- -flags lea- -webinar webinar- - flags/

  2. Autism: Characteristics O Speech and Communication Differences O Use few or no spoken words by age two, nor do they use gestures, gibberish, or other means to communicate their needs or thoughts. O Use only words they are repeating from television, movies, or other people, especially if they are not using the words to communicate meaning (e.g., repeating a random phrase from a favorite TV show). O Not hard of hearing but don't respond when their name is called. O Lack of eye contact, even when eye contact is requested. O Never initiating interactions or conversations with others. O Do not go through the usual babbling or gibberish stages of speech. O May develop spoken language at the usual time, but use words oddly, have an unusually flat voice, or misunderstand the intended meaning of words.

  3. Autism: Characteristics O Play Skills O Lining up objects or toys rather than using them in pretend or interactive play; O Interacting in the same way with the same objects (toys, doors, containers, etc.) over and over again; O Enacting the same scenes (often from TV) over and over again in exactly the same way; O Engaging in "parallel play" (two children playing near one another but not interacting) long past the point when such play is developmentally typical; O Ignoring or responding angrily to attempts to join them in their play or make changes to their play schemes; O Having difficulty with age-appropriate forms of play such as rule-based games, pretend play, organized sports, or other activities that require social communication.

  4. Autism: Characteristics O Physical Reactions and Behaviors O Rock, flap, or otherwise "stim," often as a way to calm themselves; O Over- or under-respond to sensory input, including pain; O Unusually picky eaters and may refuse foods with particular textures or strong flavors; O Unusual gait that may include toe walking or awkward movements; O Respond in age-inappropriate ways to unexpected changes in routine (angry melt-downs or extreme anxiety as a result of apparently minor changes); O Exhibit age-inappropriate behaviors or interests or have difficulty with developing age-appropriate abilities in toileting, dressing, etc.

  5. Autism: Characteristics O Physical Symptoms O Sleep problems are common among people with autism. Many autistic children have trouble falling or staying asleep, and adults on the spectrum often have similar issues. O Many children with autism have mild or more significant delays in gross and fine motor skills; for example, they may have difficulty with manipulating silverware, using scissors, climbing, jumping, etc. O Seizure disorders are more common among children with autism. O Gastrointestinal (GI) problems such as constipation, diarrhea, and/or vomiting are more common among children with autism.

  6. Autism: Characteristics O Hyperlexia: a very precocious ability to decode written language without the accompanying ability to understand the meaning of the text; O Synesthesia: unique responses to sound, color, letters, or numbers (for example, some people with synesthesia "see" sounds, "hear" colors, or otherwise experience unique responses to sensory input; O Savant syndrome: small percentage of the autistic population, may have amazing abilities to memorize information, do complex calculations, play piano, and so forth much like the character of Raymond in the movie "Rain Man.

  7. Autism: Early Signs O The characteristic behaviors of autism spectrum disorder may be apparent in infancy (18 to 24 months), but they usually become clearer during early childhood (24 months to 6 years) O Most obvious signs of autism and symptoms of autism tend to emerge between 2 and 3 years of age O Any of these red flags does not mean a child has autism. But because the disorder s symptoms vary so widely, a child showing these behaviors should be evaluated by a multidisciplinary team O Under the DSM-5 criteria, individuals with ASD must show symptoms from early childhood, even if those symptoms are not recognized until later

  8. Autism: Early Signs O No big smiles or other warm, joyful expressions by six months or thereafter O No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafter O No babbling by 12 months O No gesturing (pointing, waving bye-bye) by 12 months O No words by 16 months O No two-word meaningful phrases (without imitating or repeating) by 24 months O Any loss of speech or babbling or social skills at any age

  9. Autism: Early Signs O Doesn t make eye contact (e.g. look at you when being fed). O Doesn t smile when smiled at. O Doesn t respond to his or her name or to the sound of a familiar voice. O Doesn t follow objects visually. O Doesn t point or wave goodbye or use other gestures to communicate. O Doesn t follow the gesture when you point things out.

  10. Autism: Early Signs O Doesn t make noises to get your attention. O Doesn t initiate or respond to cuddling. O Doesn t imitate your movements and facial expressions. O Doesn t reach out to be picked up. O Doesn t play with other people or share interest and enjoyment. O Doesn t ask for help or make other basic requests.

  11. Risk Indicators for Preschoolers O A history of significant language delay or disorder, even if the child currently appears to have age- appropriate language abilities O Limited exposure to oral and written language before beginning school O A native language other than English O A disability that affects oral language acquisition, such as a hearing impairment O A significant history of reading difficulties in close family members O Oral language difficulties (poor vocabulary, listening comprehension, or grammatical abilities for the child s age)

  12. Risk Indicators for Children in Kindergarten and First Grade O Poor phonological/phonemic awareness (inability to rhyme, identify initial and final sounds of spoken words, or to blend and segment one-syllable spoken words) O Lack of familiarity with basic print concepts such as (1) print conveys meaning, (2) print is read left to right, and (3) words are separated by spaces O Poor knowledge of common letter-sound relationships O Difficulty decoding unfamiliar words at the middle or end of first grade, especially as measured by reading of nonsense words such as zat

  13. Risk Indicators for Children in Second and Third Grade O Ongoing difficulties with decoding of unfamiliar words O Slow, labored, dysfluent reading in grade- appropriate text O Poor reading comprehension O Poor spelling

  14. Signs of Math Difficulties O Warning Signs in Preschool or Kindergarten Warning Signs in Preschool or Kindergarten O Has trouble learning to count, especially when it comes to assigning each object in a group a number O Has trouble recognizing number symbols, such as making the connection between 7 and the word seven O Struggles to connect a number to a real-life situation, such as knowing that 3 can apply to any group that has three things in it 3 cookies, 3 cars, 3 kids, etc. O Has trouble remembering numbers, and skips numbers long after kids the same age can count numbers and remember them in the right order O Finds it hard to recognize patterns and sort items by size, shape or color O Avoids playing popular games like Candy Land that involve numbers, counting and other math concepts

  15. Signs of Math Difficulties O Warning Signs in Grade School Warning Signs in Grade School O Has trouble recognizing numbers and symbols O Has difficulty learning and recalling basic math facts, such as 2 + 4 = 6 O Struggles to identify +, and other signs and use them correctly O May still use fingers to count instead of using more sophisticated strategies O Has trouble writing numerals clearly or putting them in the correct column

  16. Signs of Math Difficulties O Has trouble coming up with a plan to solve a math problem O Struggles to understand words related to math, such as greater than and less than O Has trouble telling his left from his right, and has a poor sense of direction O Has difficulty remembering phone numbers and game scores O Avoids playing games like Risk that involve number strategy O Has trouble telling time

  17. Indicators of Learning Disabilities O Preschool Preschool O Speaks later than most children O Pronunciation problems O Slow vocabulary growth, often unable to find the right word O Difficulty rhyming words O Trouble learning numbers, alphabet, days of the week, colors, shapes O Extremely restless and easily distracted O Trouble interacting with peers O Difficulty following directions or routines O Fine motor skills slow to develop

  18. Indicators of Learning Disabilities Grades K Grades K- -4 4 O Slow to learn the connection between letters and sounds O Confuses basic words (run, eat, want) O Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (house/home) O Transposes number sequences and confuses arithmetic signs (+, -, x, /, =) O Slow to remember facts O Slow to learn new skills, relies heavily on memorization O Impulsive, difficulty planning O Unstable pencil grip O Trouble learning about time O Poor coordination, unaware of physical surroundings, prone to accidents O

  19. Indicators of Learning Disabilities O Grades 5 Grades 5- -8 8 O Reverses letter sequences (soiled/solid, left/felt) O Slow to learn prefixes, suffixes, root words, and other spelling strategies O Avoids reading aloud O Trouble with word problems O Difficulty with handwriting O Awkward, fist-like, or tight pencil grip O Avoids writing assignments O Slow or poor recall of facts O Difficulty making friends O Trouble understanding body language and facial expressions

  20. Indicators of Learning Disabilities O High School Students and Adults High School Students and Adults O Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing O Avoids reading and writing tasks O Trouble summarizing O Trouble with open-ended questions on tests O Weak memory skills O Difficulty adjusting to new settings O Works slowly O Poor grasp of abstract concepts O Either pays too little attention to details or focuses on them too much O Misreads information

  21. Indicators of ADD/ADHD O Some signs of hyperactivity-impulsivity are: O Feeling restless, often fidgeting with hands or feet, or squirming while seated O Running, climbing, or leaving a seat in situations where sitting or quiet behavior is expected O Blurting out answers before hearing the whole question O Having difficulty waiting in line or taking turns.

  22. Indicators of ADD/ADHD O Some signs of inattention: O Often becoming easily distracted by irrelevant sights and sounds O Often failing to pay attention to details and making careless mistakes O Rarely following instructions carefully and completely losing or forgetting things like toys, or pencils, books, and tools needed for a task O Often skipping from one uncompleted activity to another.

  23. Indicators of ADD/ADHD Because everyone shows some of these behaviors at times, the diagnosis requires that such behavior be demonstrated to a degree that is inappropriate for the person's age. The diagnostic guidelines also contain specific requirements for determining when the symptoms indicate ADHD. The behaviors must appear early in life, before age 7, and continue for at least 6 months. Above all, the behaviors must create a real handicap in at least two areas of a person's life such as in the schoolroom, on the playground, at home, in the community, or in social settings. So someone who shows some symptoms but whose schoolwork or friendships are not impaired by these behaviors would not be diagnosed with ADHD. Nor would a child who seems overly active on the playground but functions well elsewhere receive an ADHD diagnosis. To assess whether a child has ADHD, specialists consider several critical questions: Are these behaviors excessive, long-term, and pervasive? That is, do they occur more often than in other children the same age? Are they a continuous problem, not just a response to a temporary situation? Do the behaviors occur in several settings or only in one specific place like the playground or in the schoolroom? The person's pattern of behavior is compared against a set of criteria and characteristics of the disorder as listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV- TR.) ldonline.org O O

  24. Process for Evaluation O Understand the local school district s procedures O Have documentation ready O Any medical diagnoses O Documentation of parent and/or school concerns O Documentation of interventions (see Intervention Plan) O Documentation of any benchmark assessments/standardized tests O Documentation of any behavioral concerns O Understand that if documentation is limited or does not show interventions attempted by school, or that the student is young and has not had much time to progress academically with interventions, request for evaluation from school district will likely be denied O Private evaluation may be pursued by parent, but this does not automatically qualify student for IEP/ISP

  25. Process for Evaluation O Think about the purpose of possible evaluation O Young children, while eligible for Child Find, are often difficult to assess or for assessment to show information needed for diagnosis O Assessment results are a major determinant of eligibility so age does need to be considered depending on the potential diagnosis O What information does the teacher/school need in order to help the child? Are interventions and supports currently helping the child succeed? What information could be added from an evaluation that would change instruction?

  26. Process for Evaluation O Meet with parents when you have concerns O Discuss if the difficulties are new or recurring. Parents can share information from previous years and home observations O Is the difficulty constant or isolated? Teacher can document difficulties that are not isolated with dates O Is the difficulty appropriate for children of this age or is it an atypical difficulty O Develop a plan based on meeting O Keep parents informed about any changes and progress O If determined interventions are not producing improvement, moving on to a referral or pre-referral (depending on district procedures) may be helpful

  27. What To Look For O Risk Indicators O Response to Accommodations and Interventions O Behaviors O Parental Input O Observe and document all of these! O Intervention Plan (on website link) O Accommodations Checklists (on website link)

  28. Intervention & Documentation O Special education shall not act upon a referral without documented program modifications. O Grab a folder or notebook that you will use to collect documentation about your interventions, accommodations, and modifications for the student. Include dates and details. It is also advisable to keep a record of the phone and email correspondences you have with parents and relevant school personnel. O If you have not yet tried any accommodations or modifications to support the child s needs in your classroom, consult with others (teachers, the resource specialist, or the school psychologist) about ways to help your student. O Inform the student s parent about your concerns. Find out what their perspective is on the issue. Let them know what interventions you are considering. Find out if they have effective interventions they use at home.

  29. Intervention & Documentation Once you have selected an intervention to try, select a metric you will use to measure improvement. The metric should be observable or recordable (e.g., measured increase in reading fluency; measured decrease in the number of outbursts in a week). Make sure to include the dates of intervention, record progress notes, and to decide in advance how long is a reasonable time frame to expect progress. If you have already tried some interventions, document what you have done retroactively, including the dates and metrics you are using to measure progress. Do a self-assessment: Were the interventions tried for a reasonable time period? Were the interventions implemented systematically and appropriately considering the child s needs such that I would expect progress with a typically developing child? If you need more evidence about the efficacy of an intervention, adjust your approach accordingly. If you have exhausted your own resources and your student is not making measurable progress (on the metric you selected) with the interventions you have tried, then you have some evidence that your student may require special education. O O O

  30. Intervention & Documentation O An intervention plan should be in place long enough to judge with confidence whether that plan is working. It is recommended that RTI Teams set a reasonable default length of time that intervention plans will be in effect (e.g., 6 to 8 instructional weeks). However, teams should also have the latitude to set longer or shorter intervention timespans based on the facts of the specific student case. rtinetwork.org

  31. Intervention & Documentation How many intervention plans should the RTI Team implement before How many intervention plans should the RTI Team implement before deciding that a student has failed to adequately respond to general deciding that a student has failed to adequately respond to general- - education interventions? education interventions? Each school district must develop its own decision rules for judging when a series of general- education intervention plans have failed to work and for deciding that a student is not responding adequately to intervention. The foundation assumption of RTI is that students in general education who begin to experience academic or behavioral problems are typical learners and that it is the school s responsibility to find strategies that will allow those students to experience success. A district s RTI decision rules for a referral to special education should require evidence beyond a reasonable doubt that a student is not responding to general- education interventions. For many districts, these decision rules require that a minimum of 3 separate intervention plans be attempted with each intervention plan being tried for at least 6 to 8 instructional weeks before the school can adequately judge whether a given student has or has not responded to intervention. rtinetwork.org O O

  32. Tools ADDES 4 (Attention Deficit Disorder Evaluation Scale-4th Edition)- https://www.hawthorne-ed.com/pages/adhd/ad1.html ADD/ADHD Online Screen: https://www.additudemag.com/adhd- symptoms-test-children/?src=embed_link Modified Checklist for Autism in Toddlers (M-CHAT-R)- https://www.autismspeaks.org/what-autism/diagnosis/screen-your- child DSM 5 Checklist (website link) DSM 5 Diagnostic Criteria- https://www.autismspeaks.org/what- autism/diagnosis/dsm-5-diagnostic-criteria Ages and Stages Questionnaire- https://www.asqonline.com/family/993-screening-family-access-open- asq-3-english/start O O O O O O

  33. Tools O Early Learning Observation and Rating Scale (puts focus on signs of learning disabilities)- O http://www.getreadytoread.org/screening-tools/early-learning-observation- rating-scale/elors-the-observation-forms O Get Ready to Read Screening Tool- O http://www.getreadytoread.org/screening-tools/grtr-screening- tool/the-tool O Getting Ready for Kindergarten O Parent Checklists O http://www.getreadytoread.org/images/content/downloads/Kindergarten_R eadiness_Toolkit/Handouts/getting_ready_for_kindergarten_handouts.pdf O Teacher Checklists O http://www.getreadytoread.org/images/content/downloads/Kindergarten_R eadiness_Toolkit/03_kindergarten_readiness_checklist.pdf O http://www.getreadytoread.org/images/content/downloads/Kindergarten_R eadiness_Toolkit/04_readiness_indicators_observation_guide.pdf

  34. Assessments O Universal Screeners/Benchmark Assessments/Progress Monitoring O DIBELS Next: https://dibels.org O Aimsweb: http://www.aimsweb.com O EasyCBM (free and paid versions available; paper/pencil and online assessments) O https://www.easycbm.com O Entrance Screener/Brief Achievement O WRAT 4 or 5: https://www.pearsonclinical.com/education/prod ucts/100001722/wide-range-achievement-test-4- -wrat4.html

  35. Assessments O In depth Academic Achievement O WJIV: http://www.hmhco.com/hmh- assessments/clinical-and-special-needs- assessment/wj-iv O Brigance (also Early Childhood): https://www.curriculumassociates.com/prod ucts/BRIGANCEoverview.aspx O Key Math: https://www.pearsonclinical.com/education/ products/100000649/keymath3-diagnostic- assessment.html

  36. Reading and Math Resources O Florida Center for Reading Research Student Center Activities: Reading O http://www.fcrr.org/for-educators/sca.asp O National Council of Teachers of Mathematics: Focal Points Activities O http://illuminations.nctm.org/Default.aspx O Reading Rockets O http://www.readingrockets.org/guides/other O http://www.readingrockets.org/guides/readingrockets O http://www.intensiveintervention.org/sample-lessons-activities O http://www.doe.virginia.gov/instruction/mathematics/element ary/number_sense_module/nns_modules_2012.pdf O Chris Woodin Math: https://sites.google.com/a/woodinmath.com/main/home O Teach4Mastery Math: https://teach4mastery.com

  37. Reading and Math Resources O Bob Sornson Early Learning Foundation O http://earlylearningfoundation.com/publicati ons/ O Essential Skill Inventories O The Math MOMS & DADs Home Program O Hawthorne Intervention Manuals- https://www.hawthorne- ed.com/pages/home%20page/interventionman uals.html

  38. Stay in Touch! O Luthsped.org O Sign up for our free e-newsletters O Always available for FREE consultations O Available for professional development for schools and churches

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