Ask school for comprehensive or specific testing and evaluation
- It is recommended to ensure the youth has received comprehensive testing and evaluation including the following as appropriate:
- Occupational Therapy assessment for fine motor skills and sensory processing.
- Speech Language Pathology assessment for social skills.
- Physical Therapy assessment
- Functional Behavioral Analysis conducted by a behavior specialist or psychologist.
- Test of Problem Solving Skills (TOPS).
- Assessment of Lagging Skills and Unsolved Problems (ALSUP).
- Support requests to school for an Evaluation Team Report or Independent Educational Evaluation
- An ETR is a summary of findings from an initial evaluation or reevaluation that outlines strengths and weaknesses and identifies support needs of the student. Parents/guardians may request an Evaluation Team Report (ETR) in writing.
- Parents/guardians are able to request an Individualized Educational Evaluation (IEE) to help identify the student’s needs and strengths if there is not agreement on the ETR done by the school district. The IEE is conducted by a neutral third party and at no cost to the parent/guardian.
- Ask school district of residence to conduct another Evaluation Team Report (ETR) if one has not been done in the last 12 months. This should include Occupational Therapy, Sensory, Speech/Communication and Social/Emotional evaluations. Advise parents of their right to request an independent educational evaluation (IEE) if the ETR is not due or if they do not agree with the testing results and recommendations from the evaluation the school district did.
Educational Resources for Caregivers:
The ALSUP (Assessment of Lagging Skills and Unsolved Problems) is a discussion guide created to assist caregivers in identifying a child’s lagging skills and unsolved problems. Rather than viewing a child’s difficulties as attention-seeking, manipulative, coercive, unmotivated, lazy, or limit testing, lagging skills provide more accurate, productive, actionable lenses. (Accompanies the books The Explosive Child and Lost at School by Ross W. Greene, Ph.D.)
A Guide to Parent Rights in Special Education can be helpful when having discussions with the local school system. It serves as the required parent notice of procedural safeguards.
For assistance with locating a parent mentor.
The Special Education Federal and State Requirements-Operational Standards and Guidance website is also a great resource to keep up to date on policies and procedures.
Provides family and professional resources on supporting early learning and development.
Educational Advocacy:
The Ohio Coalition for the Education of Children with Disabilities (OCECD) is a statewide nonprofit organization that serves families of infants, toddlers, children and youth with disabilities in Ohio, educators and agencies who provide services to them.
Ohio Department of Education:
Disability Rights Ohio (DRO) provides legal advocacy and rights protection to a wide range of people with disabilities. This includes assisting individuals with problems such as abuse, neglect, discrimination, access to assistive technology, special education, housing, employment, community integration, voting and rights protection issues.
Individualized Education Plan (IEP)
- Work on IEP with the school and family to ensure it addresses all areas of concern including behavior, social skills, sensory processing, problem solving, perspective taking, mental health, etc.
- If the youth is not eligible for an IEP, consider reviewing information about Student Success Plans that offers an opportunity to discuss future adults life goals, especially those that lead to a career
IEP Resources:
The Ziggurat Group provides comprehensive autism evaluation and intervention services for children and adults. The Ziggurat Model is recommended as a process and framework for designing individualized, comprehensive intervention plans for children with autism.
The Ziggurat Model book can be borrowed from the OCALI library. The library can be accessed by anyone in Ohio free of charge. Materials can be checked out online and shipped free of charge.
OCALI Lending LibraryEducation Resources for Staff & Teams:
Free reading resources for families and professionals who want to enhance their understanding of autism spectrum disorder and how to support individuals with ASD through the use of book studies. Listed books can be borrowed from the OCALI lending library.
Career Development and Transition Planning Resources:
Opportunities for Ohioans with Disabilities (OOD) is the State of Ohio agency that empowers Ohioans with disabilities through employment, disability determinations, and independence. OOD involvement can continue following high school, but it is highly recommended that the services begin at age 14.
Guide developed by the U.S. Department of Education Office of Special Education and Rehabilitative Services To ensure that all students and youth with disabilities are equipped with the skills and knowledge to achieve their post-school and career goals.
OCALI Lifespan Transitions Center connects individuals, families and practitioners with resources to expand perspectives and knowledge. Resources should be used for reference rather than as an “exact guideline” and with consideration of each individual’s desired adult life goals.
Ohio Department of Education Resources and Training:
Safety & Law Enforcement Interactions:
Reading Recommendations:
Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them by Ross W. Greene PhD
Late, Lost and Unprepared: A Parents' Guide to Helping Children with Executive Functioning by Joyce Cooper-Kahn and Laurie C. Dietzel