AnnieBooks
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The profound tragedy for students with spectrum disorders is that often the information gathered is inaccurate, unreliable or misinterpreted (Fox, 2006). The testing focuses on what are the learning deficits--memory, processing, or "intelligence" in a variety of forms; goals, accommodations/modifications, and curriculum all should be designed in consideration of these factors. IQ testing also tends to set the bar of expectation and tracking. Is the child achieving to his or her "level" is an implicit and pervasive issue at IEP meetings. However, if the compass needle of the IQ testing points in the wrong direction the whole IEP proceeds down the wrong road. At the recent conference of the American Association for the Advancement of Science it was reported, "people with autism are more intelligent and able to function better than previously believed." The problem is that incorrect testing such as the WISC has been applied. The results of tests like the WISC is that as many as 75% of children with autism have been labeled mentally retarded which may be an overstated number. The problem with the WISC is that it is a verbally based test, and most children with autism have severe verbal deficits. While the WISC is a valid instrument, which is widely used, it may not be useful for children with autism, according to this report. (Fox, 2006) In order to reach all students on the spectrum, school psychologists, mental health professionals, physicians, and parents should work together to become better informed regarding research, assessment tools, and diagnostic criteria, as well as the best proactive interventions to increase social skills, personal communication, behavior, and peer interaction for students. Autism is life-long, and there is no quick fix or cure. However, early diagnosis and effective treatments can provide for better outcomes for students on the spectrum. Case Study A 12 year-old male student with a Behavior Disorder special education label displaying extreme tantrums and meltdowns is described as overly rule bound and perseverative. The team requests information and evaluation to determine appropriate behavioral interventions. Previous test scores reveal an IQ on the Wechsler Intelligence Scale for Children Fourth Edition (WISC-V) Full Scale 75 with a Working Memory Standard Score 77. The current evaluation included the Universal Nonverbal Intelligence Test (UNIT), Behavior Assessment System for Children 2 Teacher Rating Scales, Parent Rating Scales, and Self Report of Personality, Observations, Interviews, the Childhood Autism Rating Scale (CARS), Gilliam Asperger’s Disorder Scale (GADS), Speech Language Evaluation, Occupational Therapy Evaluation, Sensory Checklists, and Woodcock Johnson Tests of Achievement. Outcome, the team agreed that the young man met the criteria for an educational label of Autism, his mother and doctor agreed and started him on a low dose of stimulant. The Working Memory on the UNIT, with medication, was a Standard Score of 111, with a Full Scale IQ of 85. Behaviors have reportedly significantly improved at home and at school. Tantrums are reportedly less frequent, and can be mitigated without escalating violence. Fox, C. (2006). IQ testing for nonverbal abilities yields dramatically improved scores for children with autism. Special Education Law Blog. Retrieved October 22, 2007, from: http://specialedlaw.blogs.com/home/2006/ Michelle Fattig
Living and Parenting with Asperger's
Are we there yet? Are we there yet? Are we there yet?
Author of the Annie Books Series: Experience Asperger's and Attention Deficits Through the Eyes of a Child |
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