Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...

Service Delivery Options and Continuum of ServicesCommendation 3‐E:The behavioral support team employed by the MSUSD was consistently described byteachers, therapists, and administrators as providing quality support and training in theareas of behavioral support, program development, training, and effective strategies forindividual students with autism.Issue 3‐9: Early Identification of Students with Autism Spectrum Disorders.The benefits of early identification of individuals with autism spectrum disorders have beenthoroughly documented in research literature. These include development of appropriatestrategies, focus on active engagement, and the development of goals and objectives thataddress the core deficits of autism. The National Research Council (2001) recommendedthat education should begin as soon as a child is suspected of having an autism spectrumdisability.Commendation 3‐F:The MSUSD has demonstrated a commitment to early identification of individuals withautism spectrum disorders. This is evidenced in their willingness to evaluate children asearly as possible if autism is suspected; many are evaluated and identified inprekindergarten.Issue 3‐10: Individual Education Programs (IEPs) for Students with Autism.Research and best practices support addressing the core deficits of autism within thedevelopment of the IEP. These deficits include the areas of social communication andemotional regulation. It is further recommended that problem behaviors be addressedthrough positive behavioral approaches that include functional assessment, teaching ofreplacement behaviors, and proactive supports.A random sample of IEPs for students with autism was reviewed during the site visit. AllIEPS reviewed addressed core deficits of autism (social skills, communication, andbehavioral regulation) as well as appropriate academic or functional skills. Examples offunctional skills included use of eye gaze to obtain information, increasing independentskills, use of sensory strategies to increase attention, and increased use of language withinsocial contexts. The IEPs also addressed behavioral issues within the guidelines of positivebehavioral support planning. Examples included the use of schedules to defineexpectations, direct instruction and reinforcement of replacement behaviors, and primingthe student in advance of changes.MGT of America, Inc. Page 3‐17