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The student in this instance study has autism. His name is Adam. Adam is eight years old. ... All students in special education are needed legally to possess a whole analysis every 3 years to find out eligibility for special education services. The following case study is approximately a student named Adam. Adam is seven years of age and has autism. Hes in a Particular Day Class setting in a public school. Behavior Imaging Solutions Honored For Remote Autism Diagnostic Assessment Service is a telling resource for further about the inner workings of it. The case study includes details of Adams three-year educational assessment. The student in cases like this study has autism. His name is Adam. Adam is seven years old. He is in a Unique Day Class for Severely Handicapped students. Adams 3-year assessment needed to be completed to ascertain eligibility for his special education services. Adam posseses an advocate and parents that are strongly associated with his education. They requested additional tests including an operating evaluation, occupational therapy and an assistive technology assessment, If the assessment program was introduced to the parents. A copy of the closed assessment program was given to the speech therapist, occupational therapist, speech therapist, appropriate specialists: psychiatrist, nurse and special education teacher. The school psychologist noticed Adam on several occasions before applying the report revised PEP-R. The PEP-R includes a variety of developmental areas. The test items are presented with simple, concrete recommendations and all the expected reactions are nonverbal. The PEP-R provides information on functioning in eye-hand integration, notion, good motor, gross motor, replica, cognitive performance and cognitive mental areas. The PEP-R is made up of group of learning resources and games that have been offered to Adam within structured play activities. The psychologist documented Adams responses to the test. His ratings were then distributed among seven developmental and four behavioral areas. The resulting report unveiled Adams strengths and weaknesses in different areas of development and behavior. Adams profile was used as an evaluation instrument. Contained in his collection were work samples, behavior reports, progress reports, notes from parents and daily reports. The teacher sent home daily reports that involved performance, compliance and immediate amounts on Adams tasks and goals/benchmarks. His parents returned and signed the daily reports and became part of his collection. The daily reports were used to assist in the analysis of Adam. The functional analysis was also conducted by the school psychologist to find out why Adam was demonstrating disruptive behaviors. Questionnaires were sent home for the parents to perform. Shouting and biting were behaviors his parents and teacher were concerned with. The class room teacher was responsible for gathering information on the actions. The teacher and the psychiatrist produced a data collection form. The teacher noted the event of the undesirable behaviors. The information from the parents, psychologist observations and teacher were compiled by the psychologist and the report was written. The occupational therapist observed Adam, evaluated him and wrote a report. The school nurse examined Adam with a specific system. In the event people need to dig up extra information on Behavior Imaging Solutions Honored For Remote Autism Diagnostic Assessment Service, there are tons of databases people should think about investigating. She could establish that his hearing appeared to be normal. Adams parents reported no problems with his vision and hearing. The speech therapist, who caused him over the past year, also evaluated him. Other tests that may be used to evaluate and analyze students with autism would be the Autism Behavior Checklist ABC, Childhood Autism Rating Scale CARS, Autism Diagnostic Interview-Revised ADI-R and Pre-Linguistic Autism Diagnostic Observation Schedule PL-ADOS. These tests are specific autism assessment instruments that have been created specifically to evaluate kids with autism. More over, these tests rely on either historical information regarding the childs behavior usually provided by a, direct observation of the child by a professional or even a mixture of these methods. Adams analysis for his 3-year assessment was extensive and comprehensive. This analysis gave the group info on Adams behavior, development, connection, health, control and mental levels. With this information, the Individualized Education Plan IEP team determined that his place was appropriate. Occupational Therapy OT services were encouraged. The occupational therapist wrote a few objectives and provides services for Adam. The functional analysis figured Adams unrequired behaviors occurred during transitions. The assistive technology assessment unveiled that Adam excelled in this region. No suggestions were required. While Adams assessment was extensive and required hard work for the IEP team, valuable information was provided that helped the team in making suggestions for Adams training. The analysis also revealed that Adam was making great progress in his special day class environment..