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The student in this case study has autism. His name is Adam. Adam is seven yrs old. .. Dig up supplementary resources on an affiliated portfolio - Click here:  [https://www.pdresources.org/profession/index/5 online continuing education for occupational therapists] . All students in special education are expected by law to have a full assessment every three years to find out eligibility for special education services. The next research study is approximately students named &quot;Adam.&quot; Adam is eight years of age and has autism. He is in a Unique Day Class setting in a public school. The research study includes details of Adam's three-year educational evaluation. The student in cases like this study has autism. His name is Adam. Adam is eight years of age. He's in a Particular Day Class for Severely Handicapped students. Adam's 3-year evaluation would have to be done to determine eligibility for his special education services. Adam posseses an advocate and parents who're strongly involved with his education. Once the assessment plan was presented to the parents, they required additional tests including an operating evaluation, occupational therapy and an assistive technology assessment. A copy of the signed assessment plan was presented with to the occupational therapist, appropriate specialists: psychiatrist, speech therapist, speech therapist, nurse and special education teacher. The school psychologist noticed Adam on many occasions before giving the psycho-educational report edited (PEP-R). The PEP-R includes a number of developmental areas. The test items are presented with simple, concrete instructions and most of the anticipated reactions are nonverbal. The PEP-R provides information on developmental performance in imitation, belief, fine motor, major motor, eye-hand integration, cognitive performance and cognitive verbal parts. The PEP-R consists of a pair of learning resources and toys that were shown to Adam within organized play activities. The psychologist recorded Adam's responses to the test. His ratings were then distributed among eight developmental and four behavioral areas. The resulting page unveiled Adam's strengths and weaknesses in different regions of development and behavior. Adam's profile was used as an assessment tool. Contained in his collection were work examples, improvement reports, behavior reports, notes from parents and daily reports. The teacher sent home daily stories that involved effectiveness, compliance and immediate levels on Adam's tasks and goals/benchmarks. His parents signed and came ultimately back the daily reports and became element of his profile. The daily reports were used to assist in the examination of Adam. The functional analysis was also conducted by the school psychologist to determine why Adam was showing disruptive behaviors. Questionnaires were sent home for the parents to perform. Yelling and biting were actions his teacher and parents were worried about. The class room teacher was responsible for gathering information on the behaviors. The psychiatrist and the teacher produced a data collection form. The teacher recorded the occurrence of the undesirable behaviors. The data from the psychologist observations, parents and teacher were compiled by the psychologist and the statement was written. The occupational therapist observed Adam, evaluated him and wrote a written report. The institution nurse tried Adam with a unique device. She was able to establish that his reading seemed to be normal. Adam's parents reported no problems with his vision and hearing. The speech therapist, who caused him within the last year, also examined him. Other tests which can be used to assess and analyze students with autism will be the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). Dig up extra information on  [https://www.pdresources.org/course/index/1/861/Ethics-Boundaries-in-Psychotherapy ethics course]  by browsing our poetic website. These tests are individual autism assessment devices which were specifically designed to evaluate kiddies with autism. Moreover, these tests rely on either historical information about the child's behavior (often presented by a, direct observation of the little one by a professional or perhaps a mix of these methods. Adam's analysis for his 3-year examination was extensive and comprehensive. That review gave the staff information on Adams coordination, behavior, connection, health, development and cognitive levels. If you have an opinion about illness, you will probably need to discover about  [https://www.pdresources.org/course/index/1/1131/Preventing-Medical-Errors-in-Behavioral-Health tour preventing medical errors in behavioral health] . Browse here at the link  [https://www.pdresources.org/ continuing education programs online]  to research the meaning behind this concept. With this data, the Individualized Education Plan (IEP) team decided that his position was correct. Occupational Therapy (OT) companies were suggested. The occupational therapist wrote many objectives and will provide services for Adam. The functional analysis concluded that Adam's unwanted actions occurred all through transitions. The assistive technology assessment unmasked that Adam excelled in this area. No guidelines were required. Although Adam's examination was extensive and required effort for the IEP team, useful information was given that helped the team in making suggestions for Adam's education. The analysis also unmasked that Adam was making good progress in his big day class setting.