Before You Set Goals
At the beginning of a school year it may be tempting to use prior assessments and reporting documents as a guideline to your student’s current “entry skills”. However, this is problematic.
Students with Autism Spectrum Disorder (ASD) have difficulty accessing prior learning and applying what they have learned in new situations. The mixture of
can combine to have a great influence on what the student is able to do and may contribute to the student appearing to have “gone backwards” when they return to school in the new year. End-of-year assessments from last year only provide a rough indication of where to pitch the student’s program.
In order to set appropriate, realistic goals, it’s necessary to assess your student thoroughly, to gain an in-depth understanding of the student’s current abilities and knowledge. For advice on adapting assessment tasks for students with ASD, click here.
Some Areas to Assess
Abilities Based Learning and Education Support (ABLES)
ABLES is a collection of online assessment tools which are very helpful for developing a picture of the student’s current skills and abilities. After completing a series of questionnaires about a student, the teacher is provided with a list of appropriate teaching strategies and suggested learning goals. Because these suggested goals are generic, the “outcome targets” supplied by the tool may not be appropriate for individual students. Information gleaned from the ABLES assessments provides a starting point for goal-setting, but it is strongly suggested that the teacher:
This will ensure that the student’s goals and program are based on the strongest possible evidence base.