Autism Team of NW Colorado BOCES

1. Autism Team of NW Colorado BOCES Dana Colgan, Behavior Specialist Jenna Gruben, Speech Pathologist Liz Leipold, Occupational Therapist Tracy Metzler , Psychologist

2. Referral Process

3. Step ONE Contact Robin Tschider: Director of Special Education 879- 0391 rtschider@nwboces.org

4. Step TWO • She will send you a referral form:process\Autism_Identification_Referral_Form[1].doc

5. STEP THREE • Return Completed Referral • 1. Four Main Assessments & Reports • Speech/ Pragmatic language • Occupational Assessment & Scored Sensory Profile • Behavioral/ Social / Emotional Profiles • Cognitive assessments • 2. Parent Interview • developmental history: birth, school, medical and social/ emotional • two completed and scored autism screeners; parents / professionals process\Evaluation_Checklist(1).xls

6. Step FOUR • Send completed form to Robin T.

7. Step FIVE Autism Team Member will contact the case manager. If the Autism team decides to complete ADOS, a member will fax a parent consent form for parents. Case manager sends back consent form.

8. Step SIX • Set up times for the assessments, while IEP team continues to complete any needed assessments. • Includes several observations of student, one hr and ½ play based assessment, interviews and discussions with staff and parents

9. Step SEVEN • Meet with IEP team for a meeting without parents to discuss findings. • A member of the Autism team will attend the IEP meeting or meeting with Parents to discuss finds and program recommendations.

10. Additional Information • Cut off date is April 10th • Process can take up to one to one ½ months. • Educational Diagnosis can then be taken to Physician for Medical Diagnosis. • Process created to decrease waiting list in Denver

11. Additional Information • Use services available! • Use “ rule out “ language with parents • Don’t wait to see if it goes away! • We can make informed decisions together, you don’t have to be totally sure before you refer.

12. Red Flags for little people • Not imitating : verbal or motor • Not pointing to asking for something or to show • Not bringing objects to show • Not responding to name • Not looking across room when someone is pointing to show something • Not engaging in reciprocal interaction • Not interested in other children • Not using toys in age appropriate manner • Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling objects) • Little or no eye contact • Lack of interest in peer relationships • Lack of spontaneous or make-believe play • Persistent fixation on parts of objects • Lack of or delay in spoken language

13. Other Red Flags • Marked deficiencies in social skills, • Difficulties with transitions or changes and prefer sameness. • Obsessive routines and may be preoccupied with a particular subject of interest. • Difficulty reading nonverbal cues (body language) and determining proper body space. • Often overly sensitive to sounds, tastes, smells, and sights, • May have a normal IQ and many exhibit exceptional skill or talent in a specific area. • Often viewed as eccentric or odd and can easily become victims of teasing and bullying. • While language development seems, on the surface, normal, individuals with AS often have deficits in pragmatics and prosody. Vocabularies may be extraordinarily rich and some children sound like "little professors." However, persons with AS can be extremely literal and have difficulty using language in

14. Questions?