5.1 Work cooperatively with services, networks, and organizations for individuals, professionals, and families with ASD.

The artifact that was used for competency 5.1 was the running project for SPED 860. This project focused on the methodology of working with individuals with ASD.  It discusses the importance of using evidence-based practices and focuses on the fads and pseudosciences versus the scientifcially tested ways to create meaningful intervention. The project also provides multiple resources in what some of the evidence based practices look like, and various websites that can provide more information about ASD. 

5.2 Collaborate with team members to plan transition to adulthood that encourages full community participation.

The artifact that was used for competency 5.2 is the assessment over providing social supports to student transitioning to adulthood or post-secondary education. This assessment provides documentation that a thorough knowledge of how to collaboratively address the  needs of an individual with ASD is important in order to have a successful transition from high school in the real world. 

5.3 Coordinate processes that encourage collaboration needed for transition between settings.

The artifact used for competency 5.3 is an AFIRM certificate noting the completion of a m odule over parent implemented intervention. Parents and caregivers of individual with ASD must also be stakeholders and key leaders in helping someone with ASD navigate transitions whether into adulthood or between settings. It is important that a coniuity of practices is maintained in order for the skills to be better generalized across multiple settings. 

5.4 Provide leadership in collaborating with individuals and families around issues of sexuality.

The artifact used for competency 5.4 is a commentary on an article about issue of sexuality and sex education in families and individuals with ASD. This is a current hot topic in many public schools as often legislatures try to block discussing topics of this nature regardless of age in the school system. This has even recently resulted in the banning of books containing topics of pronouns amd sexuality. 

5.5 Collaborate with families and other team members in nonjudgmental ways to make informed decisions about interventions and life planning.

The artifact used for competency 5.5 is an AFIRM certificate noting the completion of a m odule over peer-mediated instruction and intervention. This module discussed the importance of peer mentoring and peer engagement when creating an intervention and utilizes peers as a means to create meaningful instruction and experiences. Peers can also help build communication and socialization skills that are vital in life planning. 

5.6 Promote collaborative practices that respect individual family culture, dynamics, and values and the effect the diagnosis may have on the family.

The artifact used for competency 5.6 is an assignment from SPED 757 over article reviews. These articles were all about collaborative decision making practices and cultural representation. The assignment recognized key ideas, findings and a summary of article content.

5.7 Connect families and professionals to educational and community resources.

The artifact used for competency 5.7 was a running project from SPED 760. The running project was an informative presentation that clarified and defined what ASD is and then offered several points of view on the disorder. It contained information that can help further understanding of neurodiverse individuals and it provides online and community resources for familes and professionals to use.

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