The current eligibility criteria for autism under state law is found at PI 11.36 (8), Wis. Admin. Code. If a student is found to have an impairment, the IEP team must also determine the need for special education services (PI 11.35).
- Autism Eligibility Checklist: Printable Only - Fillable - Spanish-Fillable
- Autism Evaluation Guide, Spring 2009
WI DPI Two Day Autism Trainings
Children with the impairment of autism frequently present unique challenges to teachers and support staff responsible for meeting the child's educational needs. Numerous statewide training opportunities are available throughout the year to assist in ongoing staff development designed to improve educational outcomes for children with autism.
The Department of Public Instruction will offer statewide autism training for school personnel during the 2012-13 school year.
Basic level training will provide an introduction to effective educational programming for students with autism. Basic level training is a great training for general education staff, administrators, paraprofessionals, families, and special education staff that are new or would like a review of working with students with autism.
The cost for each two-day training is $150. All trainings are 2 days and include lunch and breaks both days. Breakfast is provided on the second day of training only. Training Schedule: Day 1: 10:30-4:00 and Day 2: 7:30-3:00.
Graduate Credit is available at an additional cost through Silver Lake College. Call 920-686-6157 or email Oudeans@silver.sl.edu for more information. Judy Endow, Mary Graczyk-McMullen, and Kate McGinnity are trainers.
Pre-Registration is Now Available for Two Day Autism Trainings for 2013-14.
- Basic Needs of Students with ASD: September 24 and 25, 2013, WI Dells; January 28 and 29, 2014, Oconomowoc
- Addressing Challenging Behaviors: October 29 and 30, 2013, WI Dells; Febuary 25 and 26, 2014, Oconomowoc
- Instructional Strategies: October 8 and 9, 2013, Stevens Point.
WI DPI Free Autism Webinar Training Dates/Topics
The following trainings are free and available to anyone who requests an invitation for registration. The webinars are based on Evidence Based Practices (EBP) identified by the National Professional Development Center on Autism Spectrum Disorders (http://autismpdc.fpg.unc.edu/content/evidence-based-practices).
To view the Evidence Based Practice briefs go to http://autismpdc.fpg.unc.edu/content/briefs.
To view interactive modules of the of EBP content, go to http://autismpdc.fpg.unc.edu/content/autism-internet-modules-aim.
- March 19, 2013
Social Narratives: Social narratives are visually represented stories that describe social situations and socially appropriate responses or behaviors to help individuals with autism spectrum disorder (ASD) acquire and use appropriate social skills. Social skills include communication, problem-solving, decision-making, self-management, and peer relations abilities that allow one to initiate and maintain positive social relationships. There are several narrative strategies that have been developed to address the social skill deficits of individuals with ASD. Examples include social stories ™, cartooning, power cards, and social scripts.
- April 16, 2013
Visual Schedules: Visual schedules display planned activities in the order in which they will occur using symbols, words, pictures, photographs, icons, or actual objects. The mode of the schedule is determined by the needs of the individual with ASD. Schedules can be used in the home, school, work, or community environment. Just as adults use calendars, PDAs, and other visual aids to plan daily events and organize daily obligations, visual schedules help individuals with ASD understand and organize their world (Savner & Myles, 2000).
- May 7, 2013
Visual Boundaries: One of the most basic ways that parents or professionals can provide visual support is to create visual boundaries for the individual with ASD. Boundaries can be created through a variety of means including furniture arrangement, labels, and color-coding.
- May 21, 2013
Task Analysis: Task analysis is the process of breaking a skill down into smaller, more manageable steps in order to teach a targeted skill. As the smaller steps are mastered, the learner becomes increasingly independent in his or her ability to perform the larger skill. Task analysis can be used in a number of settings, including: school, community and home. Though task analysis is often used with school-aged children, it can also be used with adults, as well as various disabilities.
All webinars start at 3:30 pm and last approximately 1 ½ to 2 hours. Presenters are Daniel Parker, WI DPI, and Jennifer Townsend, CESA 1.
All webinars require the use of a computer, internet connection, and sound (no dial in option at this time).
Registration for the WI DPI free autism webinars is through email invitation.
Registration: If you would like to be sent invitations to register for these webinars (and email updates) please sign up by clicking on: http://tinyurl.com/wi-dpi-autism-email-list
You can also email email@example.com to request email invitations.
WI DPI Autism Email Update Distribution List
In the winter/spring of 2013, Daniel Parker, WI DPI Autism Consultant, is beginning a new email distribution list for regional, statewide, and national autism updates and resources.
Anyone may request to be included on this email distribution list. Updates will be sent 6-12 times a year.
To register click on http://tinyurl.com/wi-dpi-autism-email-list.
This link also registers you to receive invitations to WI DPI free Autism Webinars (above).
CESA Workshops in Northern and Rural WI: Utilizing Evidence Based Practices for Students with Autism Spectrum Disorder. Daniel Parker
Using materials from the National Professional Development Center on Autism Spectrum Disorders, this workshop will dig deeper into specific evidence based practices. Participants will engage in activities to develop a deeper understanding of common evidence based practices that are effective at teaching skillful behavior to students with autism and tie together teaching strategies to behavior intervention plans based on functional behavior assessment. The evidence based practices chosen for study on this day will be specific to the needs of the CESA and participants.
Please check back soon for 2013-14 CESA Autism Workshop dates.
Statewide Program Support Teacher (PST) Meeting
- If you would like to be included on the PST email list, please email Daniel Parker at firstname.lastname@example.org. Make sure to include your name, District/CESA, and Position Title. To receive PST emails and attend meetings, you must be a Program Support Teacher that provides training to teachers in a District or CESA.
Thank you for those who participated in the 2013 spring meeting collaboration between Autism PSTs and the Wisconsin Community of Practice on Autism Spectrum Disorders and Other Developmental Disabilities. We look forward to continued collaboration next spring.
The Fall PST meeting will be a Collaborative PST meeting between all public school program support teacher networks similar to the meeting last fall. Save the date for October 1, 2, and 3, 2013. We hope to have October 1st as a pre-training opportunity for PSTs seeking development in knowledge of common core standards. The Collaborative PST meeting is scheduled for October 2nd and 3rd. Registration will be sent through the Program Support Teacher email distribution list by August 1, 2013.
Webinars: Building the Local Capacity for Students with Autism Spectrum Disorders within Wisconsin Schools
- The Stigma of Autism
- Addressing Challenging Behaviors & Sensory Integration
- Functional Behavior Assessment and Effective-Practice Management Strategies for Children and Youth with Autism Spectrum Disorders
- April 12, 2010: Educating Students with Autism in the General Education Classroom:
Michael McSheehan Presentation (from the 2010 CD Conference)
Functional Behavioral Assessment for Students with Autism
Functional Behavior Assessment (FBA) is an essential tool for school staff to utilize in understanding the meaning of behavior of students with autism. This session provides an overview of FBA for students with autism. Some of the factors affecting behavior of students with autism are explored, including sensory and language processing differences. Viewers will learn how to view the behavior of students with autism from a slightly different perspective, respecting their unique neurology.
Webcast - PowerPoint Presentation
- Assistive Technology Resources for Children with Autism Spectrum Disorder
- Autism Society of Wisconsin
- Autism Society of America
- Autism Data (Updated 2/9/06)
- Autism Internet Modules – Resources for effective programming interventions for learners with autism, including evidence based practice modules from the National Professional Development Center on Autism Spectrum Disorders.
- Free Autism Class: Sign up for a free (no credit) class on autism through Waisman and the National Professional Development Center on Autism Spectrum Disorders.
- The National Professional Development Center on Autism Spectrum Disorders: The National Professional Development Center on Autism Spectrum Disorders is a multi-university center to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders. This site includes fidelity checklists and step by step instructions on how to implement evidence based practices for students with autism.
- Statewide Autism Survey - Data Summary