Services provided to a person identified as "a person with a disability" (according to R340.1702 of the Revised Administrative Rules for Special Education), persons with "autism" R340.1715 or persons with "emotional impairment" R340.1706, who is identified through the Individualized Education Program process.
Key Components Include ...
Complete EI and ASD initial and three-year evaluations.
Participation in METs and IEPs.
Leadership in the development of Functional Behavior Assessment Plans (FBAPs) and Functional Behavior Intervention Plans (FBIPs).
Time limited individual contacts based upon an intentional intervention plan.
Increased reliance upon topic centered group work (i.e., anger management).
On-going consultation with school staff.
On-going parent training activities (individual and group).
Assistance with handling crisis issues.
On-going emphasis of bringing additional resources into the schools through increased community agency involvement.
On-going emphasis of building internal student support systems including teacher training and the introduction of individual, small group, and building-wide affective programming. Examples are student assistance teams, Skill Streaming, Circle of Friends, social skill training, Peace Making, and peer mediation.
