Resources

Reflection Questions

The Reflection Questions document can be downloaded at any time and used in a variety of ways. You can view it before starting your work so that you know which questions will be asked in the videos and/or on the webpages. You can also access it at the end of your work so that you can see all your responses to the questions. This tool can be helpful for documenting your learning and referring to later or for sharing it with others in group discussions or as demonstration of your online progress.

Discussion Questions

The Discussion Questions provided below can supplement and extend your individual learning and be used by facilitators or coaches to prompt meaningful discussions.

1. How might the development of universal screening procedures by primary care providers be beneficial to children and families?

   Early intervention can improve the outcomes for individuals with autism spectrum disorders. By implementing universal screening procedures, primary care providers will ensure that they are systematically and efficiently examining the development of all of their patients. The AAP surveillance guidelines provide recommendations for screening children for global developmental delays and disabilities and ASD.

2. What are some ways that your state actively identifies young children who may be at-risk for developmental delays or disabilities? 

   Answers to this question will vary by state.

   The Child Find mandate requires schools across the United States to identify children who have disabilities including Autism.   Strategies such as door-to-door surveys, public meetings, physician referrals, and communication with day care providers, are used in many states.

3. For school practitioners: Describe the universal screening procedures that currently take place in your school or building. Identify at least one suggestion you might have for improving screening of all children.

   Answers to this question will vary by respondent.

   Many schools would improve their screening approach by continuing to be diligent in screening for autism as the students move from elementary school into middle school and high school.  For some students, ASD becomes more pronounced as social demands increase in adolescence. 

   Screening would also improve if all educators were familiar with the characteristics of autism across the spectrum.

4. Identify 3 global developmental screening instruments. Describe the developmental areas that are screened.

   Any of the below or other tools that measure general developmental progress:

   • Ages and Stages Questionnaires (ASQ)

   • Communication and Symbolic Behavior Scales (CSBS) and Communication and Symbolic Behavior Scales - Developmental Profile (CSBS-DP)

   • Denver Developmental Screening Test II

   • Parents' Evaluation of Developmental Status (PEDS)

5. Consider Amber from the case study from the section "What are the Early Red Flags of ASD?". Describe what next steps should occur if Amber does not pass the screening. What if Amber does pass the screening?

   If Amber does not pass the screening, she should be referred for further, comprehensive assessment. The assessment should help to identify any delays or disabilities and lead to the provision of appropriate intervention services should those delays or disabilities be identified. If Amber passes the screening, or if further evaluation does not indicate a delay or disability, her parents and health care providers should continue to keep an eye on her development through ongoing monitoring and surveillance (screening). 

Activities on this page are provided at both the introductory and advanced level and can be copied and used within existing professional development or university coursework.

Introductory Activities

1. Changes in Identification

   Review the case study of Nathan from the section "What is Screening?". List three changes that might have resulted in Nathan being identified before he was in Middle School.  

   Possible answers include:

   1. School wide training about the characteristics of autism across the spectrum for teachers and administrators at his elementary school.

   2.Increased awareness of the characteristics of autism for the medical staff at the pediatrician's office

   3. Use of an autism screening instrument during the testing that was conducted when Nathan was in Elementary School.

2. Red Flags

   Review the case study of Amber from the section "What are the Early Red Flags of ASD?". After visiting the Autism Navigator website list 3 red flags of autism that are described in the case study.

   Possible answers include:

   1. Delayed Speech or no social babbling/chatting

   2. Does not respond to name

   3. Does not share enjoyment or interests with others.

Advanced Activities

1. Develop Screening Training

   Review the case study of Nathan from the section "What is Screening?". Outline a 1-hour training that you would provide at a professional development session for teachers to improve the approach to screening for autism and to increase the likelihood that students like Nathan are identified. 

   Possible training ideas:

   1. What is autism and how does it impact learning and educational progress?

   2. What is autism screening?

   3. What role do schools have in identifying autism?

   4. Steps for teachers to follow if they suspect that a student may have characteristics of autism.

2. Role Play

   Role play the following scenario: 

   Character 1: A parent who expresses concern that his or her young child may have autism, and has been told by a professional to just "wait and see" how the child progresses over the next months or years. They are still worried and feel that their concerns have been dismissed.

   Character Two: A professional who knows that "wait and see" may reflect a lack of knowledge about the characteristics of autism across the spectrum and across age and or gender, but who wants the family to maintain regard for the other professional with whom they have to continue to work.

   Note: Encourage the parents to seek the help of a professional who will conduct a basic screening for autism.  Early screening leads to early evaluation which leads to early intervention which leads to positive outcomes.