How to Assess Progress of Autistic Students
Evaluating Success of Student Education for Kids With Autism
Sep 15, 2009
How will a teacher determine if an autistic student in her classroom is making progress and generally benefiting from her student education program? There are many important factors to look for when evaluating academic and social success of a child with autism. Some of these points will indicate that the current student education program is working well, and others will show that for the child with special needs, the educational plan is ineffective.
Is Autistic Student Making Progress?
There are many accommodations that can be made for a student who is has an autistic spectrum disorder (ASD). Classroom design, pre-teaching, discipline techniques, time adjustments, and consistency are just a few that a teacher may want to incorporate into the regular classroom to help make her education program a success for the autistic student. Regular evaluations of the student’s progress are also extremely important.
Through an Individualized Education Program (IEP) and parent interviews, a teacher can initially assess where an autistic student stands both academically and socially. Then throughout the year, the teacher will need to do her own evaluation periodically to determine the child’s progress.
Success Indicators of Autistic Student Education
The factors to look for to indicate that the adjusted student education program is working for a child with autism are:
- Improved ability to generalize. The child with autism begins to take skills learned in class, such as proper turn taking during conversations in a role playing activity, and use that outside of class perhaps at lunch or at recess, or even at home with a friend.
- Increased independence. The ASD student shows signs of wanting to do things himself, instead of always relying on a buddy helper or classroom aide.
- Making friends. The autistic student begins to talk about the same friend or two consistently, and is seen frequently with at least one other peer at lunch or recess, indicating improved social skills.
- Academic progress. Any noted improvement is recognized in academic areas of math, reading, language, and writing. Student begins to meet goals set forth by teacher, parents, and the IEP.
- Decreased behavior problems. Student has fewer tantrums, outbursts, and other behavioral issues in the classroom and also at home, and seems happy to go to school.
Autistic Student Education Not Working
If a teacher continues to notice resistance on the part of the student with ASD to complete required work, significant behavioral problems, and a continued lack of independence, adjustments and further accommodations in the classroom may be necessary. If there is little or no progress after many weeks and months, a teacher should discuss this with the parents, school councilor, and other members of the original IEP group.
Lack of progress of the autistic student does not mean that the teacher (or student) has failed. In some cases, the child with autism may never be able to achieve at the level set forth by an IEP, and further meetings will be required. It may eventually be determined that the child needs more one-on-one assistance or perhaps a less inclusive setting in order to reach his full potential.
Sources:
Fein, Deborah Ph.D. & Dunn, Michelle A. Ph.D., Autism in Your Classroom. MD: Woodbine House, 2007.
Yanoff, Jerome C., The Classroom Teacher’s Inclusion Handbook. IL: Arthur Coyle Press, 2007.
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