3.1 Use specialized terminology in assessment of ASD

This artifact is from SPED 790. The paper explores the topic of High Functioning Autism (HFA) in a specific case study student, and the identification of an evidence based practice (EBP) that is most appropriate to implement based on data collection. The goal is to analyze and interpret the baseline data collected and determine an observable and measurable goal to address the targeted behavior. The strengths, weaknesses, learning style, motivators, and team members having to do with the implementation of EBP along with terminology is discussed within the paper.
3.2 Assess environmental conditions that promote performance

This artifact is from SPED 860. It is a map of an idealized classroom that would create an environment in which different interventions can take place within the same room and provides easy access to restrooms, groups activity locations, individualized instruction stations, and quick access to the playground. This condition would allow for minimal transitions outside of the room and meets most of the needs of students within the ASD specific classroom. 
3.3 Components of assessment for the core areas of ASD

This artifact is from SPED 785 and is a paper that explores the topic of test score interpretation and subsequent interventions and evidence-based practices (EBPs) for children with Autism Spectrum Disorder (ASD). The goal is to analyze and interpret the data provided during a recent assessment of a case study student. After analyzing the data, interventions and EBPs were designed and implemented to address the student’s needs. Operational definitions of standard scores, percentiles, deviation, z-scores, and t-scores were addressed.
3.4 Knowledge of criteria to diagnose or identify ASD

This artifact is from SPED 785 and is an assignment over interpreting test scores of case study students supplied by the University of Kansas. For this assignment knowledge of the DSM-5 criteria for diagnosis is vital in correctly identifying an individual with ASD. It is also important to be knowledgeable of the various assessments that are used to not only diagnose, but also identify what services and therapies could be utilized to best support the individual. 
3.5 Knowledge of comprehensive assessment

This artifact is from SPED 785 and is the analysis of a psychological report from a case study student provided by the University of Kansas. This analysis included examining and assessing test results from the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV),  Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ-IV), Autism Spectrum Rating Scale (ASRS), Autism Diagnostic Observation Schedule (ADOS), Childhood Autism Rating Scale, second edition (CARS-2), Differential Ability Scales, second edition (DAS-II), and The Special Nonverbal Composite (SNC).  
3.6 Comprehensive transition assessment

This artifact is from SPED 760 and is a first hand accounting of the difficulties faced by a family of an individual with ASD. Much of the information provided was from the University of Kansas training modules on transitioning into adulthood. This reflection discussed the hardships facing individuals with ASD and what the future may hold as ever increasing populations of individuals with ASD age and search for independence in a world still trying to catch up the neurodiversity within it. 
3.7 Strategies for monitoring & analyzing challenging behavior

The artifact that was used to document domain competency 3.7 was an online training program done through RELIAS. The subject matter of the online training was over recording behavior. As a clinician, teacher, or therapist it is vital that data be gathered using observation in order to gather the information needed to assess the reasoning behind a challenging behavior. Monitoring, observation and analysis are all steps that should be taken in order to understand the function of the behavior. 
3.8 Conduct functional behavior assessments & behavior support

The artifact that was used to document domain competency 3.8 was an AFIRM module completion certificate over functional behavior assessment. The AFIRM module was a training to understand the reasoning behind the undesired behaviors that are present and to develop strategies that can decrease the behaviors and over time lead to extinction of the undesirable behavior. Many times lack of communication can be a cause of such behaviors and knowing the cause is vital to being able to individualize instruction and interventions.  
3.9 Assessments drive instruction decisions

This artifact is from SPED 860 explores the topic of augmentative/alternative communication and the program planning that can be utilized to help a child with autism. The artifact also explores the needs of a specific individual with ASD, how to implement individualized programs, and how to collect data on the program’s effectiveness.
3.10 Collect, interpret, & use data to document outcomes

The artifact for domain competency 3.10 was an AFIRM module data collection document of event sampling for a targeted behavior involving reciprocal conversation in a case study student in order to better facilitate communication and socialization. The event recording for this artifact was collected during the use of a reinforcer. Data collection had already taken place to get a baseline of targeted behavior and was used in order to find and utilize the correct reinforcer. 
3.11 Conduct FBA to determine what initiates & maintains behavior

The artifact for domain competency 3.11 was an assignment for SPED 785 over the topic of functional behavior assessments. The paper explores the role of a case study student's case manager, follows the recommended steps to identify a social-behavioral need, operationally defines a target behavior, collects data, determines the function of the behavior and selects an evidence-based practice (EBP) to implement.