The Department of Exceptional Student Education

Autism Spectrum Disorder

 

Pam Tepsic

Program Planner


The School District of Palm Beach County

3378 Forest Hill Blvd, A-203
West Palm Beach, FL 33406
Telephone: 561-434-8630

Fax: 561-434-8384

Email: pam.tepsic@palmbeachschools.org

Staff Directory

Area 1    

Area 2

Joanne Bennett

434-8374

Area 3

Janine Waisley

422-9324

Area 4

Darrin Moshe

366-6077

Area 5    

 

Program Description
The School District of Palm Beach County is committed to excellence in education and preparation of all our students with Autism Spectrum Disorders. We provide a range of services at a variety of school along with a continuum form Pre-K through High School.

Programming and Elements and definition
6A-6.03023 Special Programs for students who are Autistic.
(1) Definition. Students with Autism Spectrum Disorder. Autism Spectrum Disorder is defined to be a range of pervasive developmental disorders that adversely affects a students functioning and results in the need for a specially designed instruction and related services. Autism Spectrum Disorder is characterized by an uneven developmental profile and a pattern of qualitative impairments in social interaction, communication, and the presence of restricted repetitive, and/or stereotyped patterns of behavior, interest, or activities. These characteristics may manifest in a variety of combinations and range from mild to severe. Autism Spectrum Disorder may include Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified, Aspergers Syndrome, or other related pervasive developmental disorders.

 

Eligibility Criteria

 

(1)  Definition. Students with Autism Spectrum Disorder. Autism Spectrum Disorder is defined to be a range of pervasive developmental disorders that adversely affects a student's functioning and results in the need for specially designed instruction and related services. Autism Spectrum Disorder is characterized by an uneven developmental profile and a pattern of qualitative impairments in social interaction, communication, and the presence of restricted repetitive, and/or stereotyped patterns of behavior, interests, or activities. These characteristics may manifest in a variety of combinations and range from mild to severe. Autism Spectrum Disorder may include Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified, Aspersers Syndrome, or other related pervasive developmental disorders.

 

(2) Activities prior to referral. Prior to referral for evaluation the requirements in subsections

6A-6.0331(1)-(3), F.A.C., must be met.

 

(3)  Evaluation. In addition to the procedures identified in subsection 6A-6.0331(4), F.A.C., the evaluation must also include the procedures identified in the district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students as required by Rule 6A-6.03411, F.A.C.

 

(4)  Criteria for eligibility. A student with Autism Spectrum Disorder is eligible for exceptional student

       education if all of the following criteria are met:                   
      (a) Evidence of all of the following:
      1.Uneven developmental profile as evidenced by inconsistencies across or within the domains of 

      language, social  

      interaction, adaptive behavior, and/or cognitive skills; and
      2.Impairment in social interaction as evidenced by delayed, absent, or atypical ability to relate to

      people or the environment; and

      3. Impairment in verbal and/or nonverbal language or social communication skills, and
      4. Restricted repetitive, and/or stereotyped patterns of behavior, interests, or activities; and

      5.The student needs special education as defined in paragraph 6A-6.03411(1)(c), F.A.C.

 

PUBLIC SCHOOL PROGRAMMING FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

  • Pre kindergarten thru age 22
  • Elementary - each classroom staffed with 1 teacher, 1 classroom assistant, and 1 half day speech/language pathologist
  • Middle/high - Each classroom staffed with 1 teacher, 1 classroom assistant and at least 1 period per day with a speech/language pathologist

FUNCTIONAL BEHAVIOR ASSESSMENT

 

Functional Behavior Assessment (FBA) is a team process utilized to gain information about an individual.  The individual should be demonstrating extreme or continuous behaviors that are dangerous to himself/herself, or others.  The behavior may also severely disrupt the learning environment.  The information gathered during the FBA process is utilized to develop an individual Behavior Intervention Plan.

 

The process consists of three components:
            Records reviews
            Interviews
            Data collection

 

Once all the information has been gathered, the team meets to develop a hypothesis statement which will assist with identifying the function of the behavior.  Once that has been determined, the team will determine what replacement skills should be taught and how they are going to teach them.

 

1. Functional Behavior Assessment (FBA) is a team process utilized to gain information about an individual.  The individual should be demonstrating extreme or continuous behaviors that are dangerous to himself/herself or others.  The behavior may also severely disrupt the learning environment.  The information gathered during the FBA process is utilized to develop an individual Behavior Intervention Plan.
    
2. To start the process, a team will be convened, consent from a parent must first  be determined.

 

3. The team may consist of anyone who knows the student.  People may also participate via the interview process without actively being part of the team.

 

4. At the initial meeting, the team will identify the target behavior, define the
goals of intervention and assign roles and responsibilities.

 

5. The process consists of three components:  Record reviews
                                                                            Interviews
                                                                            Data collection

 

6. Once all the information has been gathered, the team meets to develop a Hypothesis statement which will assist with identifying the function of the behavior.  Once that has been determined, the team will then determine what replacement skills should be taught and how they are going to teach them.

 

7. Data collection will continue during the implementation of the BIP and determine the success of the plan.

 

8. The team will meet periodically to monitor and evaluate the plan.  The plan should be modified as needed.

 

PowerPoint Presentation for Functional Behavior Assessment (FBA) and How to Develop an Individual Behavior Intervention Plan (BIP) (.pdf)

 

ASD Endorsement www.florida-ese.org/asdendorsement/

Masters Program

Masters Programs Brochure 2013 (.pdf)

ASD-IND Potential Student Invitation (.pdf)

 

Autism Resources


Autism-info.com


www.childnett.tv


www.unlockingautism.org


http://www.autism-society.org

FBA/BIP Manual