STEP IV: PLANNING AND DESIGN

The assessment of children with Autism Spectrum Disorder (ASD) typically involves a
multidisciplinary team approach. The following professionals may be involved in the
assessment process:

1. Psychologists/Psychiatrists: These professionals specialize in assessing and

diagnosing ASD. They conduct comprehensive evaluations, including cognitive
and behavioral assessments, and may use standardized assessment tools to
gather information about the child's development, social communication skills,
and behavior.

2. Developmental Pediatricians/Child Psychiatrists: These medical professionals

specialize in child development and behavior. They may be involved in the
assessment process to provide a comprehensive evaluation and diagnosis of
ASD, considering medical factors and ruling out other potential causes for the
child's symptoms.

3. Speech-Language Pathologists (SLPs): SLPs play a crucial role in assessing and

addressing communication challenges in children with ASD. They evaluate the
child's language skills, speech production, social communication abilities, and
may administer standardized tests to assess language development and
pragmatic skills.

4. Occupational Therapists (OTs): OTs assess and address sensory and motor
difficulties in children with ASD. They evaluate the child's fine motor skills,
sensory processing abilities, self-help skills, and overall functional independence.
OTs may use standardized assessments and observations to gather information
about the child's sensory integration and motor planning abilities.

5. Special Education Teachers: Special education teachers are often involved in the
assessment process as they work closely with children with ASD in the
educational setting. They may contribute valuable insights into the child's
academic performance, learning style, and behavior within the classroom.

6. School Psychologists: School psychologists are trained in assessing academic,

behavioral, and emotional aspects of a child's functioning. They may conduct
assessments to evaluate the child's cognitive abilities, academic skills, social-
emotional development, and behavior in the school environment.

7. Parents/Caregivers: Parents and caregivers play a critical role in the assessment

process. They provide important information about the child's developmental
history, behavior at home, and daily functioning. They may also participate in
interviews, questionnaires, and observations conducted by professionals.

It's important to note that the specific professionals involved in the assessment process
may vary depending on the availability of services, regional practices, and the needs of
the child. Collaborative assessment and ongoing communication among the
professionals, parents, and caregivers are essential for a comprehensive understanding
of the child's strengths, challenges, and support needs related to ASD.

When it comes to content selection and modification for individuals with Autism
Spectrum Disorder (ASD), the involvement of various resource persons can be
beneficial. These individuals can provide expertise, guidance, and support in ensuring
that the content is appropriate, accessible, and tailored to the needs of individuals with
ASD. Some resource persons who can contribute to the process of content selection
and modification for ASD include:

1. Special Education Teachers: Special education teachers have expertise in working

with individuals with ASD and can provide insights into the specific learning needs,
strengths, and challenges of this population. They can contribute to content selection by
identifying appropriate instructional materials, adapting curriculum resources, and
implementing strategies that promote engagement and learning for individuals with
ASD.

2. Speech-Language Pathologists (SLPs): SLPs specialize in communication disorders

and can offer valuable input regarding the language, communication, and social
interaction aspects of content selection and modification. They can provide guidance on
selecting materials that support language development, facilitate comprehension, and
enhance communication skills for individuals with ASD.

3. Occupational Therapists (OTs): OTs can contribute to content selection and

modification by addressing the sensory and motor needs of individuals with ASD. They
can offer insights into the types of materials and activities that promote sensory
integration, motor skills development, and attention regulation. OTs can also suggest
modifications to accommodate sensory sensitivities and promote optimal engagement.

4. Behavior Analysts: Behavior analysts, such as Board Certified Behavior Analysts

(BCBAs), possess expertise in behavior management and intervention strategies. They
can provide guidance on selecting content and modifying materials to support behavior
management, reinforcement, and the development of appropriate social skills for
individuals with ASD.
5. Assistive Technology Specialists: These professionals specialize in the use of
technology to support individuals with disabilities. They can assist in selecting and
modifying content to make it accessible and engaging for individuals with ASD. They
can recommend appropriate assistive technologies, such as communication devices,
visual supports, and educational apps, that align with the needs of individuals with ASD.

6. Content Specialists: Depending on the subject area, content specialists such as

subject matter experts, curriculum developers, or instructional designers can provide
expertise in selecting and modifying content for individuals with ASD. They can ensure
that the materials align with educational standards, incorporate evidence-based
practices, and are appropriately adapted to meet the unique needs of individuals with
ASD.

7. Parents and Caregivers: Parents and caregivers play a vital role in the content
selection and modification process. They have valuable insights into their child's
interests, preferences, and learning styles. Their input can help inform the selection of
content that is motivating, relevant, and meaningful for their child with ASD.

Collaboration among these resource persons, along with open communication and a
shared understanding of the individual's strengths and needs, is key to effective content
selection and modification for individuals with ASD. By leveraging the expertise of these
professionals and involving parents/caregivers, a comprehensive and targeted
approach to content adaptation can be achieved.

Manpower resources can contribute to the evaluation of instructional programs for

Autism Spectrum Disorder (ASD) in several ways. Here are some ways in which
manpower resources can be involved in the evaluation process:

1. Special Education Teachers: Special education teachers who work directly with
students with ASD can provide valuable insights into the effectiveness of the
instructional program. They can observe and assess students' progress, collect
data on their academic and social development, and provide feedback on the
strengths and weaknesses of the program. Their expertise in working with
individuals with ASD enables them to assess whether the instructional strategies,
materials, and interventions are appropriate and effective for the students.
2. School Psychologists: School psychologists play a crucial role in evaluating the
impact of instructional programs on students' academic and behavioral
outcomes. They can administer standardized assessments, conduct
observations, and analyze data to assess the effectiveness of the program in
meeting the individual needs of students with ASD. School psychologists can
 also provide insights into the social-emotional well-being of students and the
program's impact on their overall psychological development.
3. Behavior Analysts: Behavior analysts, such as Board Certified Behavior Analysts
(BCBAs), can contribute to evaluating the effectiveness of instructional programs
by conducting behavior assessments, analyzing data on behavior outcomes, and
providing recommendations for behavior intervention strategies. They can assess
whether the program is addressing the individualized behavior goals and whether
the implemented strategies are resulting in positive behavior changes.
4. Speech-Language Pathologists (SLPs): SLPs can assess the impact of
instructional programs on students' language and communication skills. They can
administer language assessments, observe communication interactions, and
analyze data to evaluate the effectiveness of the program in promoting
communication development for students with ASD. SLPs can also provide
insights into the use of augmentative and alternative communication (AAC)
systems and assess whether these strategies are effectively supporting students'
communication needs.
5. Occupational Therapists (OTs): OTs can contribute to evaluating the impact of
instructional programs on students' sensory integration, motor skills, and
functional independence. They can conduct assessments, analyze data, and
provide feedback on the program's effectiveness in addressing the sensory and
motor needs of students with ASD. OTs can also evaluate the environmental
modifications and accommodations implemented within the program to support
students' participation and engagement.
6. Data Analysts: Data analysts can play a significant role in evaluating the
effectiveness of instructional programs by analyzing quantitative and qualitative
data collected throughout the evaluation process. They can use statistical
analysis techniques to identify trends, patterns, and outcomes related to student
progress, program implementation fidelity, and overall program effectiveness.
Data analysts can help interpret the data, generate reports, and provide
recommendations for program improvement.

By involving manpower resources such as special education teachers, school

psychologists, behavior analysts, speech-language pathologists, occupational
therapists, and data analysts, a comprehensive evaluation of the instructional program
for ASD can be conducted. These professionals bring their expertise, specialized
knowledge, and assessment skills to assess the program's strengths, weaknesses, and
impact on the academic, behavioral, and social-emotional outcomes of students with
ASD. Their contributions help inform decision-making, program modifications, and
improvements to optimize the learning experiences and outcomes for individuals with
ASD.

In curriculum planning for Autism Spectrum Disorder (ASD), various staff members can
be solicited for their help and expertise. The specific roles and areas in which they can
contribute include:
1. Special Education Teachers: Special education teachers play a central role in
curriculum planning for individuals with ASD. They have expertise in designing
and implementing individualized education plans (IEPs) and can contribute to
identifying appropriate instructional strategies, adapting materials, and creating
accommodations to meet the unique learning needs of students with ASD. They
can also provide insights into behavioral supports, social skills instruction, and
academic adaptations.
2. Speech-Language Pathologists (SLPs): SLPs can provide valuable input in the
area of communication and language development. They can help identify
specific communication goals, suggest strategies for promoting language skills,
and offer guidance on using augmentative and alternative communication (AAC)
systems. SLPs can also contribute to social communication instruction and assist
in adapting curriculum materials to support students' communication needs.
3. Occupational Therapists (OTs): OTs can assist in curriculum planning by
focusing on sensory integration, motor skills development, and activities of daily
living. They can contribute to creating a sensory-friendly learning environment,
recommending sensory supports, and adapting curriculum materials to address
sensory sensitivities. OTs can also provide input on promoting fine motor skills,
visual-motor integration, and self-help skills within the curriculum.
4. Behavior Analysts: Behavior analysts, such as Board Certified Behavior Analysts
(BCBAs), can offer expertise in behavior management and intervention
strategies. They can contribute to the development of behavior support plans,
suggest positive behavior support strategies, and provide guidance on data
collection and analysis. Behavior analysts can also assist in designing systems
for monitoring and reinforcing desired behaviors within the curriculum.
5. School Psychologists: School psychologists can provide valuable insights into
students' cognitive, social-emotional, and behavioral needs. They can contribute
to curriculum planning by conducting assessments, analyzing data, and offering
recommendations for addressing students' academic and socio-emotional
challenges. School psychologists can also support the implementation of
evidence-based practices, assist in monitoring progress, and provide guidance
on individualizing instruction.
6. General Education Teachers: Collaboration between general education teachers
and special education teachers is essential in curriculum planning for students
with ASD. General education teachers can offer insights into grade-level
standards, subject-specific content, and instructional practices. They can work
together with special education teachers to adapt curriculum materials,
differentiate instruction, and provide inclusive learning opportunities for students
with ASD.
7. Support Staff: Other support staff, such as paraprofessionals, instructional aides,
and classroom assistants, can play a valuable role in curriculum planning. They
can provide support in implementing individualized accommodations, facilitating
small group activities, and ensuring the inclusion of students with ASD in
classroom routines and activities. Support staff can work closely with special
education teachers to implement strategies and adaptations outlined in the
curriculum plan.
By soliciting the help of these staff members in curriculum planning, a multidisciplinary
and collaborative approach can be fostered. Each staff member brings unique expertise
and perspectives to address the diverse needs of individuals with ASD, ensuring that
the curriculum is inclusive, individualized, and effective in promoting their academic,
social, and functional development.