Annotated Descriptor for Moderate Autism Spectrum Disorder Level 2 (ASD2)
The student has a diagnosis of an ASD that is expressed in significant difficulties with social interaction, verbal and non-verbal communication, and a narrow pre-occupation with a fixed range of interests and activities. Secondarily, the student may have a significant cognitive disability or delays in adaptive skill development resulting in the need for assistance with activities of daily living during the school day. The student also demonstrates persistent patterns of behaviour that interfere with his/her ability to learn. The student requires student specific programming, such as adaptation and/or modification beyond the usual education programming provided for students with moderate special needs for a major portion of the school day.
Provide concrete and concise descriptions of the most recent observations, informal and specialized assessment data (including dates, roles/titles and names) and the impact this may have on student learning related to each of the following:
- A diagnosis of an ASD by a qualified clinician (summarize diagnosis or description of ASD and other co-existing conditions)
- Confirmation of cognitive ability/potential
- Adaptive skills:
- Social skills-describe ability to interact with adults and peers as compared to similar-aged peers
- Communication - Include receptive and expressive language skills (e.g. Describe student’s ability to comprehend information, express their basic wants and needs, verbal, non-verbal, communication mode used-speech, gestures, AAC).
- Self-care- describe ability to perform activities and skills of daily living as compared to similar-aged peers (e.g., dressing, toileting, feeding).
- Self direction - ability to work independently; include attention span and frequency of redirection.
- Other adaptive skills- describe ability to perform activities and skills of daily living as compared to similar-aged peers (e.g. for older students-navigating the school and/or community, use of money, keeping track of time, other functional skills related to transition to community).
- Behaviour(s) that limit the student's potential to learn or participate in school or community activities (most recent types, frequency, intensity, duration).
- Specify student's programming needs (i.e. adaptation and/or modification or individualized programming).
- Specify student-specific learning opportunities or interventions required for self-direction, daily living skills, behaviour, communication and academics. Indicate roles of support personnel and time required (e.g., clinicians, specialists, educational assistants).
- Identify division, school and/or outside supports needed. Indicate nature of support, including amount of time, types of materials (e.g., respite, therapy).