Autism Spectrum Disorder
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Recognizing that all children benefit from a multi-faceted approach to learning, the Collier County Public Schools provides each child with an individualized program that combines systematic instructional techniques based upon the principles of Applied Behavior Analysis (ABA), visual cueing systems, communication training and direct social skills instruction. We endorse the use of research based methodologies with empirical evidence proven effective for children with an Autism Spectrum Disorder (ASD). No one specific methodology is endorsed over another. An integrated delivery model consisting of specialized services (occupational therapy, physical therapy, special education, assistive technology, and speech-language pathology) are collaboratively delivered in the child’s educational environment.
As a general rule, students with autism respond better in a context where there is structure and clear guidelines regarding expectations for appropriate and inappropriate behavior. Our classroom environments include systems or materials, such as written or picture schedules that can assist students in comprehending and predicting the flow and sequence of activities. Our highly qualified instructional staff provides interventions and instruction to develop functional skills that will be of immediate and ongoing value in the context of daily living. This typically includes strategies for enhancing a student’s ability to communicate, to understand language, and to get along socially in complex home, school, work, and community settings.
To the greatest extent possible, family members are encouraged to participate in all aspects of assessment, curriculum planning, instruction, and monitoring. Parents and other family members very often have the most useful information about their child’s individual's history and learning characteristics.
Autism is a complex developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects the functioning of the brain, autism and its associated behaviors have been estimated to occur in as many as 1 in 150 individuals. Autism is four times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries. Family income, lifestyle, and educational levels do not affect the chance of autism's occurrence. Autism impacts the normal development of the brain in the areas of social interaction and communication skills. Students with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. The disorder makes it difficult for them to communicate with others and relate to the outside world. In some cases, aggressive and/or self-injuries behavior may be present. An individual Positive Behavior Plan (PBIP) based upon a functional behavior assessment (FBA) is implemented for each student’s target behaviors. Data collected includes ABC (antecedent, behavior, consequences) checklists; scatter plots; and/or time samplings.
Individuals with autism and ASD vary widely in ability and personality. Individuals can exhibit severe cognitive deficits or be extremely gifted in their intellectual and academic accomplishments. While many individuals prefer isolation and tend to withdraw from social contact, others show high levels of affection and enjoyment in social situations. Some people with autism appear lethargic and slow to respond, but others are very active and seem to interact constantly with preferred aspects of their environment.
Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects, and resistance to changes in routines. Individuals may also experience sensitivities in the five senses of sight, hearing, touch, smell, and taste. Its prevalence rate makes autism one of the most common developmental disabilities. Yet most of the public, including many professionals in the medical, educational, and vocational fields, are still unaware of how autism affects people and how they can effectively work with individuals with autism. (From Autism Society of America, www.autism-society.org)
A continuum of services is available for all ASD students and they are served in their least restrictive environment (LRE). In Collier County, clustered ASD classes are available in 5 elementary schools, one middle school and one high school. A Behavior Analyst / Management Specialist is on staff at all ASD cluster sites.
All clustered ASD classes are language-literacy based with an emphasis on academic learning, independence, and social skill development. Skill development is provided through the implementation of systematic instructional techniques (e.g., attending skills, discrete trials, differential reinforcement, prompting and task analysis), structured teaching (physical arrangement of the environment e.g., use of visual schedules, independent work stations), social skills (e.g., Skills Streaming, Social Stories) and instruction in communication (e.g., augmentative devices, Picture Exchange Communication System, verbal behavior, sign language).
|Regionally Located Schools within Collier County with Special Classes & Staff
for Serving Students with Autism Spectrum Disorders *
|PreK - 5||Estates Elementary, Golden Terrace Elementary, Highlands Elementary, Lake Park Elementary, Lely Elementary, and Vineyards Elementary|
|Middle School||Pine Ridge Middle and Cypress Palm Middle|
|High School||Naples High and Barron Collier High|
*Some students within the autism spectrum are served in their home zoned schools as determined by the Individual Education Plan (IEP) team.
Scott Kozlowski, ESE Coordinator
|Information & Resources|
|Center for Autism and Related Disabilities (CARD)
A community based project that provides information and consultation to individuals diagnosed within an autism spectrum disorder and related disabilities. **Resource Page**
|Autism Internet Modules|
|Autism Society of America|
Big Red Safety Toolkits
|Facts About Autism|
|Partnership for Effective Programs for Students with Autism (PEPSA)|
|Sunshine State Standards
Sunshine State Standards with Access Points for students with significant disabilities