ASD Program Self-Assessment Part 1
CEC Advanced Specialty Set: Special Education Developmental Disabilities and Autism Spectrum Disorder Specia
Name:
Annia boza
Date Assessed:d: 06/17/2024
Rating Scale
0 Cannot explain concept or skill
1 Has taken coursework in this area
2 Can verbally explain and give examples of the knowledge area or skill
Can demonstrate knowledge or skill across multiple clients and
3 situations
Instructions: Please mark each item with a 0,1,2 or 3 based on rating scale
Standard 1: Assessment
Rating #
Knowledge
SEDAS.1.K1
SEDAS.1.K2
SEDAS.1.K3
SEDAS.1.K4
SEDAS.1.K5
SEDAS.1.K6
Skills
Criteria used to diagnose or identify the continuum of
developmental disabilities and autism spectrum disorder as defined
by the most current version of the Diagnostic and Statistical Manual of
Mental Disorders
Ethical implications and obligations related to diagnosis and
identification of individuals with developmental disabilities and autism
spectrum disorder
Comprehensive assessment, including specialized terminology and
assessment tools
Importance of ongoing evaluation of strengths and needs in varied
contexts
Conditions for individuals who are dually diagnosed with developmental
disabilities and autism spectrum disorder and/or mental health disorders
Comprehensive transition assessment, including identification of
external agency assessment sharing
3
3
3
3
3
3
SEDAS.1.S1
SEDAS.1.S2
SEDAS.1.S3
SEDAS.1.S4
SEDAS.1.S5
SEDAS.1.S6
SEDAS.1.S7
SEDAS.1.S8
SEDAS.1.S9
SEDAS.1.S10
Describe the core and associated characteristics of individuals with
developmental disabilities and autism spectrum disorder
Describe the distinguishing features of disorders on the autism
spectrum
Identify conditions that co-exist between developmental disabilities and
autism spectrum disorder
Conduct nonbiased assessment
Use information from assessments and educational records to design
instruction
Collect, interpret, and use data to document outcomes for individuals
with developmental disabilities and autism spectrum disorder, and
change programming as indicated with family and team
Share a thorough profile of individuals with developmental
disabilities and autism spectrum disorders with families and with
current and future educational teams
Conduct functional behavioral assessments to determine what
initiates and maintains a challenging or interfering behavior
Uses assessment information from a variety of school and external
agency resources to make transition recommendations
Articulate awareness of and the effect of mental health disorders
on individuals with developmental disabilities and autism spectrum
disorder in collaborating with family and colleagues
Standard 2: Curricular Content Knowledge
3
3
3
3
3
3
3
3
3
3
Rating #
Knowledge
SEDAS.2.K1
SEDAS.2.K2
Skills
Benefits of low- through high-technology supports across all areas of
development
Criteria for evaluating effectiveness of interventions and strategies with
individuals with developmental disabilities and autism spectrum disorder
None specified
Standard 3: Programs, Services, and Outcomes
3
3
Rating #
Knowledge
SEDAS.3.K1
General education curriculum and supports to facilitate the success of
individuals with developmental disabilities and autism spectrum disorder
3
SEDAS.3.K2
SEDAS.3.K3
SEDAS.3.K4
Skills
SEDAS.3.S1
SEDAS.3.S2
SEDAS.3.S3
SEDAS.3.S4
SEDAS.3.S5
SEDAS.3.S6
SEDAS.3.S7
SEDAS.3.S8
SEDAS.3.S9
SEDAS.3.S10
SEDAS.3.S11
SEDAS.3.S12
SEDAS.3.S13
SEDAS.3.S14
Range of environmental supports that maximize learning for
individuals with developmental and disabilities and autism spectrum
disorder
Ways to modify verbal and nonverbal communication and instructional
behavior to meet the needs of individuals with developmental
disabilities and autism spectrum disorder
Activities and techniques for developing independent living skills
Apply inclusive principles in the education of individuals with
developmental disabilities and autism spectrum disorder
Develop and implement transition plans for individuals with developmental
disabilities and autism spectrum disorder between settings and across the life
span
Identify match between job requirements and individual skills,
preferences, and characteristics
Provide individuals with multiple job experiences
Implement instructional strategies that promote the generalization
of skills across domains and settings
Arrange program environments to facilitate spontaneous communication
Design and implement instruction that promotes effective
communication and social skills for individuals with developmental
disabilities and autism spectrum disorder
Provide varied instruction and opportunity to learn play and leisure skills
Create opportunities and provide supports for individuals to
organize and maintain personal materials across environments
Organize the curriculum to integrate individuals special interests
and materials, activities, and routines across curriculum
Identify evidence-based strategies to increase self-awareness and
ability to self-regulate
Identify evidence-based strategies to increase an individuals selfdetermination of activities, services, and preferences
Design and implement program activities and techniques for developing
independent living skills
Plan and implement individualized and intensive programming that
matches individual needs
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Standard 4: Research and Inquiry
Rating #
Knowledge
SEDAS.4.K1
Skills
SEDAS.4.S1
SEDAS.4.S2
Current etiology and practice-based research specific to developmental
disabilities and autism spectrum disorder
3
Interpret and relay research findings in layperson terms or jargon-free
language
Remain informed of current research, legislation, and debate
concerning developmental disabilities and autism spectrum disorder
Standard 5: Leadership and Policy
3
3
Rating #
Knowledge
SEDAS.5.K1
Skills
SEDAS.5.S1
SEDAS.5.S2
SEDAS.5.S3
SEDAS.5.S4
SEDAS.5.S5
Electronic, print, and organizational resources on developmental
disabilities and autism spectrum disorder
3
Prepare personnel and community members for interaction with
individuals with developmental disabilities and autism spectrum
disorder
Promote high expectations for self, staff, and individuals with
exceptional learning needs
Provide structure, ongoing training, and support to families,
professionals, and paraprofessionals
Oversee and monitor routines, schedules, and sequences of events and
activities
Act as a positive role model for the acceptance, treatment, and
interaction with individuals with developmental disabilities and autism
spectrum disorder and their families
Standard 6: Professional and Ethical Practice
3
3
3
3
3
Rating #
Knowledge
SEDAS.6.K1
Effect of core and associated characteristics of developmental
disabilities and autism spectrum disorder on family dynamics and
functioning
3
SEDAS.6.K2
Skills
SEDAS.6.S1
SEDAS.6.S2
SEDAS.6.S3
SEDAS.6.S4
SEDAS.6.S5
SEDAS.6.S6
Social and ethical issues that affect the education of individuals
with developmental disabilities and autism spectrum disorder, families,
and professionals
3
Teach others to actively engage individuals with developmental
disabilities and autism spectrum disorder in individualized education
and life planning
Teach others to use individual strengths to reinforce and maintain skills
Model use and implementation of assistive technology and
augmentative or alternative communication to aid in comprehension
and level of engagement of individuals with developmental
disabilities and autism spectrum disorder
Mentor others to teach unstated rules and customs that govern social
behavior
Provide professional service through leadership in the field of
developmental disabilities and autism spectrum disorder
Provide service to the profession through leadership activities
in professional organizations
Standard 7: Collaboration
3
3
3
3
3
3
Rating #
Knowledge
None in addition to the ACSI
Skills
SEDAS.7.S1
SEDAS.7.S2
SEDAS.7.S3
SEDAS.7.S4
SEDAS.7.S5
Coordinate processes that encourage collaboration needed for
transition between settings
Provide leadership in collaborating with individuals and families
around issues of sexuality
Collaborate with families and other team members in nonjudgmental
ways to make informed decisions about interventions and life planning
Promote collaborative practices that respect individual family culture,
dynamics, and values, and the effect the diagnosis may have on the
family
Connect families and professionals to educational and community
resources
3
3
3
3
3
Spectrum Disorder Specialist
