The school psychologist noted Adam repeatedly before the administration of psycho-educational Profile Revised (PEP-R). The PEP-R covers a wide range of development areas. The test samples are presented with simple instructions and most practical responses are expected nonverbal. The PEP-R provides information on the development of functioning of imitation, perception, fine motor, gross motor, integration of hand-eye, cognitive performance and cognitive verbal areas. The PEP-R is a set of toys and learning materials that were presented Adam play in structured activities. The psychologist recorded the responses of Adam to the test. The results were then distributed among seven developmental disabilities and behavioral four areas. The resulting profile Adam reveals the strengths and weaknesses in different areas of development and behavior.

Portfolio of Adam has been used as an assessment tool. Included in his portfolio are examples of work, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home that day include performance reports, compliance levels and rapidly Adam on missions and goals and benchmarks. His parents signed and reflect the daily reports and was part of his portfolio. The daily reports were used to assist in the evaluation of Adam.

The school psychologist and functional analysis conducted to determine why Adam exhibits disruptive behavior. Questionnaires were sent home to complete for their parents. Howling and biting behaviors were his parents and teachers are worried. The teacher is responsible for collecting data on behavior. The psychologist and the teacher has created a form for collecting data. The teacher showed the appearance of undesirable behavior. The information provided by parents, psychologists and teacher comments have been created by the psychologist and the report was written.

The occupational therapist observes Adam, evaluated him and wrote a report. The school nurse Adam tested with a special device. She could see that his hearing seems normal. Adam’s parents reported no problems with his vision and hearing. The speech therapist who worked with him in the past year to try him too.

Other diagnostic tests are used, and assess students with autism are the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). These tests are separate autism assessment instruments that have been specifically designed to assess children with autism. In addition, these tests are available to both historical information on child behavior (leave is usually provided by a parent), direct observation of the child by a specialist, or a combination of these methods.

Review of Adam’s 3-assessment year was exhaustive and comprehensive. The evaluation team has information on the development of Adam, behavior, communication, health, coordination, and cognitive level. With this information, the Individual Education Plan (IEP), the team noted that the placement was appropriate. Occupational Therapy (OT) services have been recommended. The occupational therapist wrote a number of objectives and to provide services for Adam. Functional analysis showed that the behavior of Adam reactions occurring during transitions. The evaluation found that assistive technology Adam excels in this area. No recommendations were necessary. Although Adam has been extended and score a lot of work for the IEP team, valuable information provided is supporting the team in making recommendations for the creation of Adam. The evaluation also found that Adam made great progress in its specific context school days.