Core Skills Assessment

Core Skills
Assessment
An Educational Prescription for Individuals with Autism Instructions
©2012 The New England Center for Children, Inc. (NECC); All Rights Reserved; No portion of
this work is to be reproduced without the express written permission of NECC.
Table of Contents
1 INTRODUCTION.................................................................................................................................................3
1.1 HISTORICAL PERSPECTIVE .............................................................................................................................3

1.2 POPULATION..................................................................................................................................................3
1.3 INDIVIDUALIZED INSTRUCTION .........................................................................................................................4
2 BEFORE YOU BEGIN ........................................................................................................................................5
2.1 W HO CAN IMPLEMENT THE CORE SKILLS ASSESSMENT ...................................................................................5

2.2 W HEN TO IMPLEMENT THE CORE SKILLS ASSESSMENT ....................................................................................5
2.3 W HAT TO IMPLEMENT - LEARNER SPECIFIC CONSIDERATIONS ..........................................................................6
2.4 W HAT TO IMPLEMENT – SETTING SPECIFIC CONSIDERATIONS ..........................................................................7
2.5 W HAT TO IMPLEMENT - ADDITIONAL CONSIDERATIONS .....................................................................................8
3 PREPARING FOR THE ASSESSMENT ............................................................................................................9
3.1 REVIEW LEARNER HISTORY ............................................................................................................................9

3.2 IDENTIFY REINFORCERS (PREFERENCE ASSESSMENT) ....................................................................................9
3.3 GATHER MATERIALS ................................................................................................................................... 10
4 IMPLEMENTATION ......................................................................................................................................... 12
4.1 TESTING FORMATS ..................................................................................................................................... 12

4.2 PROMPTING ................................................................................................................................................ 14
4.3 REINFORCEMENT ........................................................................................................................................ 14
4.4 DATA COLLECTION...................................................................................................................................... 15
4.5 CHALLENGING BEHAVIOR ............................................................................................................................ 15
4.6 NOTES ....................................................................................................................................................... 15
5 SUMMARIZING ASSESSMENT RESULTS .................................................................................................... 16

®
5.1 ENTERING RESULTS ON ACE .................................................................................................................... 16
5.2 CORE SKILLS SUMMARY FORM .................................................................................................................... 18
6 ANALYZING ASSESSMENT RESULTS ......................................................................................................... 19
6.1 ACROSS YEARS REPORT ............................................................................................................................ 19

6.2 CRITERIA TO RETEST .................................................................................................................................. 19
7 INSTRUCTIONAL PLANNING ......................................................................................................................... 20
7.1 GRID REPORT............................................................................................................................................. 20

7.2 COMPOSITE PERFORMANCE REPORT........................................................................................................... 21
© [2012] The New England Center for Children, Inc. (NECC); All Rights Reserved; No portion of this Page 1 of 25
work is to be reproduced without the express written permission of NECC.
7.3 CONSIDERATIONS FOR CHOOSING OBJECTIVES ............................................................................................ 21
7.4 ADDITIONAL FOLLOW-UP.............................................................................................................................. 23
8 CONTACT US .................................................................................................................................................. 24
8.1 CONTACT INFORMATION .............................................................................................................................. 24
1 Introduction
The Core Skills Assessment (CSA) measures independence in a wide range of fundamental skills with-
in the following areas: Discrimination, Communication, Social Skills, Self-Help, Recreation and Physical Ed-
ucation, Community, Vocational, Health and Safety, and Academics. The CSA evaluates 52 skills to identify
a learner’s areas of strength and areas of need. The CSA provides a picture of progress over time and
helps the learner’s educational team prioritize skills necessary for independence. Results of the CSA are
incorporated into programming decisions and lead to the selection of individualized skills to be targeted in
future instructional plans.
1.1 Historical Perspective

The Core Skills have been identified as those that serve as essential foundations for independent liv-
ing and the development of more complex skills. The list was formulated following a review of the research
conducted at The New England Center for Children (NECC®) and the research published in peer reviewed
journals on learning and individuals with autism. Additionally other published curriculum guides and assess-
ment protocols were reviewed for comparison.
To determine the social validity of these as high priority skills, a survey was conducted to assess
agreement by other professionals and parents of children with autism. Results from 275 professionals
across the United States indicated that a majority of the respondents agreed that the skills identified
represented core or foundational skills.1
1.2 Population
The CSA prioritizes skills necessary for independence for all individuals with autism regardless of age
or ability levels. The CSA is used to assess a diverse population of learners, from very young learners to
adults, from those working on basic in-seat behavior and safety skills to higher level academic and
vocational skills. The assessment can be conducted in a variety of settings, including in-home, day
programs, integrated settings, residential settings, public schools, and supported employment sites. The
1
Mansfield, R., MacDonald, R., Johnson, C., Langer, S. (2009, May). Identifying Priorities for Teaching Children with Autism:
Do We All Agree? In C. Johnson (Chair), Best Practice and Social Validity Issues in Providing Services to Children with
th
Autism. Symposium conducted at the 35 Annual Convention of the Association for Behavior Analysis International,
Phoenix, AZ.
CSA has proven effective for assessing many learners from countries outside the United States, including
those with English as a second language.
1.3 Individualized Instruction

Performance is assessed on each core skill prior to the development of a learner’s instructional goals
and the results are used to guide the team in the selection of learning targets. Core Skill Assessment results
are entered into each learner’s folder in the Autism Curriculum Encyclopedia® (ACE®). Once data for a skill
are entered in the ACE, the raw scores are transformed into standard scores that can be compared across
years. Each skill is assigned a performance index (score) of 1 – 5, with 1 indicating no independence and 5
indicating mastery. Core skills, which are not demonstrated to mastery, are prioritized for inclusion as
instructional goals.
CSA Reports are generated which compare performance across years. This helps the team to identify
areas of strength and need for each learner. Each core skill is linked to curriculum which can be found on
the ACE. The mastery criteria for each lesson includes a generalization component to ensure that the skill is
demonstrated across people, settings, and materials (if applicable) as well as maintenance criteria to ensure
that mastered skills are maintained over time. Once a learner demonstrates mastery of the Core Skills, their
performance is evaluated on subsequent skills identified within the larger Scope and Sequence of ACE
curriculum.
2 Before You Begin
2.1 Who Can Implement the Core Skills Assessment

The Core Skills Assessment (CSA) should be implemented by individuals who have successfully
completed the Core Skills Assessment training offered by the ACE® Department or a New England Center
for Children® (NECC®) consultant. It is recommended that each examiner be observed implementing the
CSA by a trained and experienced staff at least one time before implementing the assessment
independently. For indirect assessment items, the examiner fills out the form using recent data or seeking
input from the learner’s teacher and other team members familiar with the learner for six months or more
(i.e., Speech and Language Pathologist, Occupational Therapist, etc.).
2.2 When to Implement the Core Skills Assessment

The Core Skills Assessment is conducted annually for all skills. For new learners, the assessment
should be conducted within the first six weeks of their entry into the program. Assessment sessions should
be completed no more than one month after beginning testing.
In its entirety, the assessment takes approximately 2-5 hours to complete. The assessment may be
completed in any order, so skills may be chosen for testing depending on allotted time. Skills that generally
require the most time to assess include 9-trial, 3 stimuli, with array (e.g., match-to-sample tasks), task
analyses (e.g., self care tasks), and using a picture or written schedule. Skills that may take less time to
assess include 9-trial, 3 stimuli no array (e.g., name pictures and objects), 5-trial (e.g., accept/reject and
body parts), and 9 trial (e.g., imitation, 1-step directions). Skills with the programmed opportunities format
may be assessed 1-trial at a time, so if properly planned for, each trial can be quickly implemented. Skills
with a teacher report format do not require the learner to be present, and thus can be completed at any time
during the assessment period.
2.3 What to Implement - Learner Specific Considerations
Not all CSA items are tested with every learner. Please review the considerations below and decide in con-
junction with the learner’s clinical supervisor if the learner meets any criteria not to test. Unless a specific
code is otherwise noted, score items not tested as “NA” in the measurement column on the ACE®. Use the
comments section to explain why the item was not assessed.
Skill Considerations and Scoring
Any Not tested if the core skill has been mastered and maintained for the
previous two years. Score as “NA Maintained.”
Any Not tested if the learner is working on (or has already mastered) skills that
clearly incorporate the core skill as a prerequisite. Score as “NA Higher
Level.”
For example:
 Learner demonstrates expressive and receptive identification  Do not
assess session behavior, simple discrimination and identity matching.
 Learner uses Outlook to organize a schedule  Do not assess picture
activity schedule.
 Learner is working on academic objectives (reading or computation) 
Do not assess indicating and naming objects and pictures.
Name Objects Not tested for learners who are non-speaking AND do not have all 15
stimuli from the CSA included in their augmentative communication de-
vice (non-speaking learners with all stimuli sets should be tested).
Name Pictures Not tested for learners who are non-speaking AND do not have all 15
stimuli from the CSA included in their augmentative communication de-
vice (non-speaking learners with all stimuli sets should be tested).
Maintain Privacy – Not tested for learners under 5 years old.
Personal Hygiene For learners who cannot be left alone due to challenging behavior, score
as “Never.”
For partially or fully included learners who follow the bathroom rules of the
general education classroom schedule score as ALWAYS.
2.4 What to Implement – Setting Specific Considerations
The following CSA items are only tested in residential settings. Do not assess in day settings (e.g., learner
attends public school or private day school). The items should be scored “NA” in the measurement column
on the ACE®. Use the comments section to explain why the item was not directly assessed (e.g., “Not tested
due to public school setting”).
1. Take Medication
2. Shower
3. Dress
4. Undress
Other items may or may not be tested for learners in day settings (e.g., public schools). Please review the
learner-specific considerations and decide in conjunction with the learner’s advocacy team. Unless a specif-
ic code is otherwise noted, score items not tested as “NA” in the measurement column on the ACE®. Use
the comments section to explain why the item was not assessed.
Brush Teeth Consider testing for learners who currently have this skill as a learning
objective.
Wash Hands Consider testing for learners who currently have this skill as a learning
objective.
Wash Face Consider testing for learners who currently have this skill as a learning
objective.
Tolerate Medical Indirect assessment; data taken from most recent trip to nurse. Do not
Procedures set up a nurse visit to assess, if no opportunities occur, do not assess.
Produce Personal Consider testing for learners who currently have this skill as a learning
Identification objective. Can be tested if able to use non-familiar people in the environ-
ment.
2.5 What to Implement - Additional Considerations
The following CSA items have additional considerations for learners in day settings:
Demonstrate Should be conducted for all learners. Does not have to be a formal pref-
Preferences erence assessment. Use a method appropriate to the learner’s abilities.
Bladder trained Indirect assessment; absence of toileting accidents across school and
home environments scored as “Always.” Use parent report for home
environment.
Bowel trained Indirect assessment; absence of toileting accidents across school and
home environments scored as “Always.” Use parent report for home
environment.
Eat various foods Indirect assessment; categorize items eaten at snack, lunch, and includ-
ing parent report.
Take medication Indirect assessment; data must be parent or school nurse report.
Use picture or written For partially or fully included learners who follow the general education
schedule classroom schedule score as “NA Higher Level.”
Exercise Recess, gym, gross motor activities and free play count toward total du-
ration.
Ride in Car/Van Indirect assessment; data must be parent or cab driver report.
Walk in the community Walking anywhere outside of the school building can count, to/from
bus/van, to/from playground/recess. If partially/fully included and transi-
tions with general education classroom score as “NA Higher Level.”
3 Preparing for the Assessment
3.1 Review Learner History

If your learner has completed the Core Skills Assessment for two or more years, print an Across Years
Report using the two most recent years. Use this report to identify skills having a performance index of 5 for
two consecutive years. These skills will not be tested in the current assessment.
In the example above, skills marked with a red flag ( ) would be considered “mastered” and would
not be tested: Session Behavior, Simple Discrimination, Identity Matching Objects, and Identity Matching
Pictures.
3.2 Identify Reinforcers (Preference Assessment)

In collaboration with the learner’s supervisor, select reinforcers to be used during the assessment.
When possible, conduct a preference assessment to determine high preference items. Otherwise, use a
method appropriate to the learner’s abilities.
Note: When assessing “Follow a Point” do not use tangible reinforcers because social consequences
are what should maintain the behavior in the natural environment.
3.3 Gather Materials
All instructions and data sheets that are required to run the Core Skills Assessment (CSA) can be found
on the ACE® within the CSA module. Open the appropriate form by clicking on the document title.
Additional materials, such as the objects and pictures used in the assessment are located in the
accompanying CSA kit. The table below lists all stimuli needed to implement the CSA.
Skill Testing Materials Source
Session behavior One form card (X) and two blank cards CSA Kit
Simple discrimination Two green squares, one red circle, one yellow triangle CSA Kit
Match identical objects Set 1: two plastic boxes of chips, crackers, candy (may CSA Kit
substitute learner’s highly preferred items)
Set 2: two brushes, books and spoons
Set 3: two forks, balls, cups
Set 4: Two toothbrushes, markers, pads of papers
Set 5: Two shoes, bars of soap, towels
Match identical pictures Set 1: Two pictures each of chips, crackers, candy (may CSA Kit
substitute learner’s highly preferred items)
Set 2: Two pictures of brush, book, spoon
Set 3: Two pictures each of fork, ball cup
Set 4: Two pictures each of toothbrush, marker, paper
Set 5: Two pictures each of shoe, soap, towel
Match picture to object Use same items from matching identical objects and CSA Kit
matching identical pictures
Match object to picture Use same items from matching identical objects and CSA Kit
matching identical pictures
Request needed or de- 2-3 high preference items Classroom
sired items
Request attention 2-3 high preference items Classroom
Request assistance Difficult to complete task (e.g., jar with tight lid, untied Classroom
shoe, wrapped food item)
Skill Testing Materials Source
Accept and reject 5 Preferred and 5 non-preferred items Classroom

Indicate named Use same stimuli from Match Identical Objects CSA Kit
objects
Indicate named Use same stimuli from Match Identical Pictures CSA Kit
pictures
Name objects Use same stimuli from Match Identical Objects CSA Kit
Name pictures Use same stimuli from Match Identical Pictures CSA Kit
Wait for preferred item Preferred items or activities Classroom
Imitate actions with One box of crayons, one plastic fork, one paper plate, CSA Kit
objects one paper cup
Eat with fork Fork Classroom
Drink from cup Cup Classroom
Personal identification Identification card (if using) Classroom
Use picture or written Schedule book with 3 activities (1 activity per page) Classroom
schedule
4 Implementation
Each page of the assessment includes specific instructions for implementation, such as materials
required, presentation of stimuli and data recording. All items must be assessed with the prescribed stimuli.
4.1 Testing Formats

There are 4 testing formats within the Core Skills Assessment:
1. Discrete trial sessions 3. Task analyses
2. Programmed opportunities 4. Teacher report
4.1.1 Discrete Trial Sessions
The discrete trial format is used to assess isolated skills in a highly structured setting through multiple
trials. In the discrete trial format skills are broken down into smaller units of behavior. Each session
contains 5-15 trials depending on the targeted skill. Core Skills with a discrete trial format are:
 Attending (15 trials)  Indicate Named Objects (9 trial array)

 Session Behavior (9 trial array)  Indicate Named Pictures (9 trial array)
 Simple Discrimination (9 trial array)  Name Objects (9 trial no array)
 Match Identical Objects (9 trial array)  Name Pictures (9 trial no array)
 Match Identical Pictures (9 trial array)  Follow a Point (5 trial)
 Match Picture to Object (9 trial array)  Imitate Actions with Objects (9 trial)
 Match Object to Picture (9 trial array)  Imitate Gross Motor Actions (9 trial)
 Accept and Reject (5 trial)  Imitate Actions with Objects Delay (9 trial)
 Follow 1-step Directions with Visual Support  Wait in Group (5 trial)
(9 trial)
 Eat with Utensil (5 trial)
 Follow 1-step Directions in Group with
Visual Support (9 trial)  Drink from a Cup (5 trial)
 Indicate Named Body Parts (5 trial)
4.1.2 Programmed Opportunities
The programmed opportunities format uses “naturally occurring” events to assess skills in the context of
their actual motivational conditions or typical circumstances. While these skills require 5 data points, do not
collect all data at one time. Set up opportunities to assess these skills across the entire testing period.
Some skills require testing in a specific context or setting. Keep this in mind as you arrange testing
sessions. Core Skills with programmed opportunities are:
 Request Needed or Desired Items  Wait for Preferred Item

 Respond to Name  Maintain Appropriate Social Distance (5 trial)
 Respond to Greeting  Eat Various Foods
 Request Attention  Take Medication (5 trial)
 Request Assistance  Produce Personal Identification
 Respond to Stop  Maintain Privacy - Personal Hygiene (5 trial)
4.1.3 Task Analysis (TA)
The task analysis format is used to teach skills that involve chains of behaviors. In order to assess
all behaviors in the chain, prompting is used during the assessment of task analysis core skills (this is
different from all other testing formats). Full physical assistance is provided if the learner does not respond
within 3-5 seconds or begins to complete a step which disrupts the routine, making completion impossible
(e.g., putting on shoes before socks). If a learner completes a step using a different type of response, but
functionally accomplishes the same goal, then that step may be scored as correct (+). For example, with
undressing, if the learner does not sit down and place ankle on knee to remove socks and shoes, but is able
to remove socks and shoes while standing, these steps should be considered “correct”. Core Skills with
task analysis format are:
 Use Picture or Written Schedule  Dress

 Shower  Undress
 Brush Teeth  Wash Face
 Wash Hands
4.1.4 Teacher Report
The teacher report skills are indirectly assessed and do not involve hands-on testing of skills. Because
these skills are not directly assessed, they do not require the learner to be present, and thus can be
completed at any time during the assessment period. Skills are assigned a score using data already
recorded for the learner or seeking input from a teacher or clinician who has known the learner for six
months or more. Each skill contains specific instructions regarding what code should be assigned (“always”,
“sometimes”, or “never”). A score of “always” indicates that the learner performs the skill to mastery criteria.
A score of “sometimes” indicates that the learner does demonstrate the skill, but the skill is emerging or is
demonstrated inconsistently and not to mastery criteria. A score of “never” indicates that the learner does
not perform the skill. The following Core Skills have a teacher report format:
 Demonstrate Preferences  Exit Given Fire Alarm

 Request Termination  Exercise
 Use Conditioned Reinforcers  Engage in Independent Task
 Bladder Trained  Ride in Car/Van
 Bowel Trained  Walk in Community
 Tolerate Medical Procedures
4.2 Prompting
The Core Skills Assessment is designed to measure baseline levels of performance; therefore,
prompting is not used during the assessment. Allow the learner 3-5 seconds to independently respond to
the teacher instruction. Exception: For skills that involve chains of behavior (e.g., use a picture or written
schedule, shower, brush teeth, etc.) full physical guidance is provided for a step if the learner does not
respond within 3-5 seconds or begins to complete a step which disrupts the routine, making completion
impossible (e.g., putting on shoes before socks).
4.3 Reinforcement
Deliver a reinforcer for every correct response. If there are no correct responses, intermittently deliver
reinforcers for participating in the assessment (e.g., reinforce sitting in seat, quiet voice, etc.).
4.4 Data Collection
Data are collected immediately after the completion of each trial. See individual skill instructions for
detailed description of expected learner response. If the learner responds correctly without prompting,
according to the response definition, record +. If the learner makes an error, record -. If the learner does
not make a response, record NR.
4.5 Challenging Behavior

If the learner engages in interfering behavior (e.g., gets out of seat repeatedly, trashes materials) and it
is not possible to implement the assessment for a particular skill, follow all safety and learner-specific
guidelines and discontinue the session. Place a comment in the notes section of the assessment booklet
explaining that the session was discontinued due to challenging behavior and the date the session was
attempted. If clinical supervisor determines that it is safe to do so, attempt to retest that item at another
time, up to 3 times total. If unable to successfully complete the session across 3 separate attempts, score
the item using the “NA Behavior” code. Record retest information in the comments section on the ACE®.
4.6 Notes
Each page of the assessment booklet contains a “Summary Notes” box for recording additional
information that will be used when entering data. Examples of items to note include:
 Retest scores
 Skills not tested: you may use this box when preparing to implement the assessment to indicate
that a skill will not be tested (e.g., NA Higher Level, NA Maintained, or NA due to age or program
considerations)
 Interfering behavior: record date when testing was attempted, but not successful due to interfer-
ing behavior (track attempts to determine when a code of “NA Behavior” would be used)
5 Summarizing Assessment Results
5.1 Entering Results on ACE®

In order to enter the results on the ACE®, the following information should be available:
1. Completed Core Skills Assessment testing booklet
2. Printout of Across Years Report for two most recent past assessments (to verify those core skills
that have been mastered and maintained)
Below is an example of the Core Skills Assessment data entry screen:
5.1.1 Data Entry

Enter total number of correct independent responses for each skill in the measurement column. For in-
direct assessment items, enter “always”, “sometimes” or “never.” There are 3 “NA” codes which may be en-
tered for a skill, “NA Maintained”, “NA Higher Level”, and “NA Behavior.” In addition, there is a general “NA”
code which can be used in special circumstances. See Section 2 (Before you Begin) for guidelines on how
to use the NA codes.
5.1.2 Performance Index (PI)
Once data for a skill are entered in the ACE®, the raw scores are transformed into standard scores that
can be compared across years. Each skill is assigned a performance index (score) of 1 – 5, with 1
indicating no independence and 5 indicating mastery. After you enter your data on the ACE®, a
performance index will automatically be assigned for the skill.
5.1.3 Parent Priority (PP)
If a skill is a parent priority, indicate this by checking the box in the column labeled PP.
5.1.4 Alternate Assessment (AA)

If a skill is an option for an alternate assessment, indicate this by checking the box in the column la-
beled AA.
5.1.5 Individualized Education Program (IEP)
If the learner has an Individualized Education Plan you can indicate all skills that have been selected
as instructional goals by checking the box in the column labeled IEP.
5.1.6 Comments
The comments section can be used to record significant information regarding testing. Examples of
pertinent information include: reasons for lack of testing (i.e., age- or program-specific considerations),
changes or modifications to stimuli (e.g., used learner’s highly preferred edible items for discrimination set
1), sources of information for indirect assessment items (e.g., information for “Rides in Car/Van” obtained
from learner’s cab monitor), and retest scores.
5.2 Core Skills Summary Form
The core skills assessment Summary Form displays the results of the assessment along with any
comments that were entered for specific skills.
6 Analyzing Assessment Results
6.1 Across Years Report

After the results have been entered in the ACE®, review the results to assess learner progress. Print an
Across Years Report containing 1-2 prior years and the recently entered assessment.
6.2 Criteria to Retest

Note any skills in which the Performance Index decreased from the previous year and review with the
learner’s clinical supervisor. Identify those skills which meet criteria to retest:
1. Any skill with a Performance Index that decreased from a 5
2. Any skill with a Performance Index that decreased from the previous year if the skill was an
instructional goal.
In the example above, skills with a red flag ( ) meet criteria to retest. A supervisor should observe all
retest items (or conduct the retest themselves). When the retest is complete enter the new score into the
ACE®. Add a note in the comment section stating that the item was retested and note the original score in
the comment.
7 Instructional Planning
7.1 Grid Report
Once all results have been entered for an assessment year on the ACE®, print out the Grid Report and
bring to an instructional planning meeting.
The Grid Report (see sample above) shows the assessment results for one year. The skills are
organized by performance index (columns) and domain (rows). This report allows quick identification of
mastered skills and skills which are not demonstrated to mastery. Skills that are not mastered should be
prioritized for inclusion in the learner’s instructional plan (see “Considerations for Choosing Objectives,
section 6.1).
7.2 Composite Performance Report
The Composite Performance Report (see example below) compares the assessment results for two
years. The Composite Performance Score (CPS) is the percentage of the total possible domain score if all
assessed items within that domain were scored at mastery (PI = 5). This report provides additional
comparative information, such as number of newly mastered skills, number of mastered skills maintained,
and number of skills with increased or decreased performance index.
7.3 Considerations for Choosing Objectives

Attempts should be made to limit the total number of learning objectives to what can be reasonable
accomplished given the learner’s instructional time (e.g., no more than 20). Learners who acquire new skills
quickly, or have increased resources (1:1 teaching ratios) may have more objectives. Learners who acquire
new skills slowly or have increased schedule constraints may have fewer objectives.
1. It is recommended that the following skills be chosen (unless they are mastered):
 Demonstrate Preferences
 Wait for a Preferred Item
 Use Conditioned Reinforcers
 Session Behavior
 Simple Discrimination
 Request Needed or Desired Items
2. Performance index: Choose skills that are close to mastery (PI 3 and PI4).
3. Domain considerations:
a. Skills are organized hierarchically within each domain (except the self-help domain). Keep
these hierarchies in mind, and try to choose skills listed first in the domain.
b. Choose skills across domains
4. Choose skills which target appropriate alternative behavior based on the function of maladaptive be-
havior. For example, asking for a break is a high priority if the learner’s challenging behavior is main-
tained by escape.
5. Choose skills which may meet state testing requirements (e.g., MCAS-Alt or NYSAA): If it is a testing
year for this learner, choose skills (PI 1-4) that are linked to testing requirements for learner’s grade
level.
6. Choose skills that are age appropriate.
7. Choose skills that are a parent priority.
8. If fewer than 20 Core skills meet the criteria for consideration as learning objectives, choose addi-
tional objectives selected from the ACE® Scope and Sequence (located on the ACE in the “Re-
sources” section) or review grade-level curriculum standards or benchmarks. When choosing these
additional objectives, consider state testing requirements for the learner (if applicable).
9. If the learner has not made progress on a core skill for multiple years, the team should discuss modi-
fications to the teaching procedure, or adaptations that may be necessary to insure progress. For
older learners, while these skills continue to be important, they need to be taught in the context of
age appropriate activities.
7.4 Additional follow-up
When the Core Skills Assessment is complete, follow school/company protocol for records retention.
8 Contact Us
8.1 Contact Information

In the event that assistance is needed, please contact us:
The New England Center for Children

Autism Curriculum Encyclopedia Department
Telephone: 1.508.481.1015 ext 3079
Email: acehelpdesk@necc.org
Autism Curriculum Encyclopedia: www.autismcurriculum.org

ACE Help Desk: ACEHelpDesk@necc.org
ACE Website: www.acenecc.org
The New England Center for Children: www.necc.org

Core Skills Assessment

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Core Skills Assessment

Uploaded by

Copyright:

Available Formats

Core Skills

1.1 HISTORICAL PERSPECTIVE .............................................................................................................................3

2 BEFORE YOU BEGIN ........................................................................................................................................5

2.1 W HO CAN IMPLEMENT THE CORE SKILLS ASSESSMENT ...................................................................................5

3 PREPARING FOR THE ASSESSMENT ............................................................................................................9

3.1 REVIEW LEARNER HISTORY ............................................................................................................................9

4.1 TESTING FORMATS ..................................................................................................................................... 12

5 SUMMARIZING ASSESSMENT RESULTS .................................................................................................... 16

6 ANALYZING ASSESSMENT RESULTS ......................................................................................................... 19

6.1 ACROSS YEARS REPORT ............................................................................................................................ 19

7 INSTRUCTIONAL PLANNING ......................................................................................................................... 20

7.1 GRID REPORT............................................................................................................................................. 20

8.1 CONTACT INFORMATION .............................................................................................................................. 24

1.1 Historical Perspective

1.3 Individualized Instruction

2.1 Who Can Implement the Core Skills Assessment

2.2 When to Implement the Core Skills Assessment

Skill Considerations and Scoring

Skill Considerations and Scoring

Skill Considerations and Scoring

3.1 Review Learner History

3.2 Identify Reinforcers (Preference Assessment)

Skill Testing Materials Source

Accept and reject 5 Preferred and 5 non-preferred items Classroom

4.1 Testing Formats

4.1.1 Discrete Trial Sessions

 Attending (15 trials)  Indicate Named Objects (9 trial array)

 Indicate Named Body Parts (5 trial)

 Request Needed or Desired Items  Wait for Preferred Item

4.1.3 Task Analysis (TA)

 Use Picture or Written Schedule  Dress

 Demonstrate Preferences  Exit Given Fire Alarm

4.5 Challenging Behavior

5.1 Entering Results on ACE®

Below is an example of the Core Skills Assessment data entry screen:

5.1.1 Data Entry

5.1.3 Parent Priority (PP)

5.1.4 Alternate Assessment (AA)

5.1.5 Individualized Education Program (IEP)

6.1 Across Years Report

6.2 Criteria to Retest

7.1 Grid Report

7.3 Considerations for Choosing Objectives

6. Choose skills that are age appropriate.

7. Choose skills that are a parent priority.

8.1 Contact Information

The New England Center for Children

Autism Curriculum Encyclopedia: www.autismcurriculum.org

You might also like