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Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal‐ and function‐based assessment practices that are commonly used in schools today. The authors also discuss how formal‐ and function‐based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi‐informant, multi‐modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill. Key points: Educational assessments evaluating autism historically have focused on cornerstone autism spectrum disorder (ASD) features while underestimating the importance of academic skills.Autism produces a wide variety of student profiles and assessments should be comprehensive including both function‐based assessments and formal‐based assessments.Common formal and function‐based measures for ASD were reviewed.Recommendations for best practices across educational evaluations for autism should include function‐based assessments in conjunction with formal‐based assessments. [ABSTRACT FROM AUTHOR]

The Alberta wetland policy aims to protect the most valuable wetlands and maintain wetland functions despite unavoidable wetland loss. The Alberta Wetland Rapid Evaluation Tool-Actual (ABWRET-A) was developed to quantify wetland functions in support of policy implementation. We evaluated > 200 wetlands used to calibrate ABWRET-A and > 2000 wetlands targeted for loss under the policy to understand potential biases in the system. We compared the functional value of wetlands targeted for loss to the pool of wetlands used to calibrate ABWRET-A and to the general population of wetlands in Alberta's settled region. We evaluated ABWRET-A calibration and scoring and found that wetlands used in tool calibration were over 8 times larger (median size = 2.07 ha, n = 207 vs. 0.245 ha, n = 1,782,001), more permanently ponded and distributed approximately 2.5 times closer to roads (median distance = 162.1 m, n = 207 vs. 399.7 m, n = 1,782,001) than the general wetland population. Calibration wetlands also underrepresented bogs and overrepresented fens. This influenced scores, as larger wetlands and wetlands classified as fens receive higher ABWRET-A scores, whereas wetlands close to roads received lower scores. We conclude that scores may underestimate functional value. Wetlands targeted for permitted loss were larger (median size = 0.290 ha, n = 2087) and more road-proximate (median distance = 237.0 m, n = 2087) than the average wetland from the inventory. Crucially, permitted wetland loss is significantly clustered around major cities (using Getis-Ord Gi statistic; p < 0.01), implying permanent loss of wetland functions in peri-urban areas. • Wetland loss continues despite new function-based Alberta Wetland Policy. • Losses are concentrated around the province's largest cities. • Larger, more permanently-ponded marshes situated nearer to roads are targeted. • ABWRET-A tool calibration was biased, favoring large marshes near roads. • Bias in the calibration can influence wetland scores & replacement ratios. [ABSTRACT FROM AUTHOR]

Research has shown that motor and vocal tics fluctuate in frequency, intensity, and form in response to environmental and contextual cues. Behavioral models have proposed that some of the variation in tics may reflect context-dependent interactive learning processes such that once tics are performed, they are influenced by environmental contingencies. The current study describes the results of a function-based assessment of tics (FBAT) from a recently completed study comparing Comprehensive Behavioral Intervention for Tics (CBIT) with supportive psychotherapy. The current study describes the frequency with which antecedent and consequence variables were reported to exacerbate tics and the relationships between these functional variables and sample baseline characteristics, comorbidities, and measures of tic severity. Results showed that tic-exacerbating antecedents and consequences were nearly ubiquitous in a sample of children with chronic tic disorder. In addition, functional variables were related to baseline measures of comorbid internalizing symptoms and specific measures of tic severity.

Children with autism spectrum disorder (ASD) experience obsessions and compulsions similar to those specified in DSM-5 for obsessive compulsive disorder yet little controlled research exists on treating these behaviours. Thirty-seven children (7–13 years old) were randomly assigned to a 9-week functional behavior-based cognitive behavior therapy (Fb-CBT) or Treatment As Usual. Independent assessors administered measures pre- and post-treatment and at 6-months. Two primary outcome measures indicated statistically significant differences between groups, with large corrected effect sizes (Hedge's g = 1.00 and 1.15, respectively). This is the first known RCT to exclusively treat obsessive compulsive behaviors (OCBs) in children and youth with high functioning (IQ ≥ 70) ASD, and suggests that Fb-CBT treatment shows promise in decreasing these behaviors and improving quality of life. Trial Registration This trial was registered with ClinicalTrials.gov (ID: NCT03123146). [ABSTRACT FROM AUTHOR]

Systematic literature reviews have supported the effectiveness of behavioral Tier 2 interventions, with research being particularly plentiful in relation to Check-In/Check-Out (CICO) and social skills training (SST). Though findings indicate either approach is effective in isolation, a recent study suggested these approaches might be particularly effective when integrated. The purpose of the current study was to build upon this initial single-case design study with a larger sample within a randomized controlled trial. Participants included 91 elementary students who had been identified as being at risk of social-emotional and behavioral difficulties. Students were randomized into three intervention conditions: CICO only, SST only, and CICO + SST. Prior to intervention, information was collected regarding the function of student problem behavior and the extent of social skill deficits. Systematic direct observation data were then completed at pre- and post-test regarding student positive and negative social engagement. Multivariate general linear models were then conducted, with pre-test scores serving as covariates and intervention group and behavioral function serving as fixed factors. Results indicated that implementation of CICO, SST, and a combined CICO + SST was functionally related to a reduction in negative social engagement. Follow-up post hoc tests indicated that after adjusting for pre-test responding, the difference between conditions in effectiveness was moderated by behavioral function. Specifically, SST was less effective for students whose behavior functioned to escape social and academic situations. No such differences were noted between students whose behavior functioned to attain adult or peer attention. Implications for practice, methodological limitations, and directions for future research are reviewed. [ABSTRACT FROM AUTHOR]

Individuals with high functioning autism spectrum disorder (ASD) frequently experience obsessions and/or compulsions that are similar to those specified in Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) criteria for obsessive-compulsive disorder (OCD). However, little research exists on effective interventions for OCD-like behaviors (referred to as OCBs) in ASD. In a preliminary randomized controlled trial (RCT; N = 14), a manualized function-based cognitive-behavior therapy (Fb-CBT) consisting of traditional CBT components (psychoeducation and mapping, cognitive-behavioral skills training, exposure, and response prevention) as well as function-based behavioral assessment and intervention significantly decreased OCBs in 8- to 12-year-old children with ASD at post-treatment and 5-month follow-up. This multi-component treatment shows considerable promise, and a larger RCT is needed to further validate and expand these findings. [ABSTRACT FROM AUTHOR]

Children and youth with autism spectrum disorder (ASD) are at increased risk for obsessive compulsive disorder (OCD), but there are few studies evaluating interventions for this comorbidity. This study used a single-case experimental design to test the efficacy of adapted cognitive-behavioural therapy (CBT) combined with function-based behavioural strategies to treat OCD symptoms in two school-age children with ASD. Time series parent report data and standardized OCD measures revealed clinically significant decreases in OCD symptoms in both children as well as increased family quality of life and high consumer satisfaction. This study suggests that children with ASD may respond well to individualized CBT that incorporates functional assessment and interventions, and adaptations for unique learning styles and behavioural characteristics. [ABSTRACT FROM AUTHOR]

A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student's off-task behavior was reinforced by peer attention and task avoidance. Intervention involved the collaborative development of a single, comprehensive intervention that was implemented sequentially across three classes. When implemented, the intervention produced consistently high levels of on-task behavior in each class. Social validity data supported the acceptability of the comprehensive intervention. High levels of treatment integrity showed staff could collaborate and implement a comprehensive intervention. Implications and directions for further research are included. [ABSTRACT FROM AUTHOR]