Educational Identification Series

November 2017 - February 2018
Registration: 8:30 am - Training: 9:00 am - 4:00 pm
Ohio Dominican University
1216 Sunbury Road, Columbus, Ohio 43219
Community Room in Alumni Hall
(Space limited to 110 participants)

OCALI is hosting a four-day Educational Identification Series designed for school-based evaluation teams. Many children and youth entering school have not yet been identified with an autism spectrum disorder (ASD) and are in direct need of specialized services. This introductory training series is a must for school teams wanting to learn about the process of educational identification of students with ASD. Team attendance is highly recommended (ie: intervention specialist, speech and language pathologist, occupational therapist, school psychologist, general education teacher and school administrator).

Presenter: Ruth Aspy, Ph.D.
Ruth Aspy, Ph.D., is a licensed psychologist in private practice with The Ziggurat Group and also employed with Common Threads Family Resource Center. Dr. Aspy specializes in assessment and intervention for individuals with autism spectrum disorders. She is co creator of a comprehensive model of intervention. Along with Dr. Barry Grossman, Dr. Aspy has written The Ziggurat Model, winner of the 2008 ASA award for outstanding book of the year. Dr. Aspy speaks internationally. She has experience in both the clinic and school settings.

Fee is $200 per person for the 4-day series. There will be no separate registration for individual sessions.

Registration is now closed

Please contact Patt Krug with any questions: 614-401-4049 or

In the event of inclement weather on one of the training days, please refer to the OCALI website for delays or rescheduling details.

November 6, 2017
Educational Identification and the Law
The focus of this training is the legal and ethical foundations of evaluation in the public schools. Federal and state guidelines for evaluation will be presented along with examples from case law. Autism as defined in Ohio’s Operating Standards, IDEA, and the DSM will be reviewed. Those making decisions regarding eligibility for Special Education must be familiar with the two tiers of eligibility - disability and adverse effect on educational performance. These tiers will be discussed and applied. The impact of factors such as gender, race, and socio-economic status will also be reviewed.

December 11, 2017
Trans-Disciplinary Evaluation Teams
Trans-disciplinary autism evaluation teams with well trained and experienced team members must be established before any district, region, or state can adequately serve students with ASD. In almost all circumstances this will require significant systems change. They must work together in a collaborative fashion throughout the steps of the evaluation process - preparation, administration, interpretation, and communication of results. The formation and functioning of the trans-disciplinary autism evaluation team will be the focus of this training. Emphasis will be placed on the team decision- making process as applied to case studies. Topics will include low threshold behaviors and how to interpret discrepancies in observations.

January 8, 2018
Developing a Comprehensive Evaluation Team Report and Providing Parent and Staff Feedback
The evaluation team produces a report summarizing findings and culminating in recommendations. Elements of a strong report will be discussed. Quality, individualized recommendations for programming and intervention are the most important part of the team report. A comparison of recommendations made by members from different fields working in isolation to recommendations formulated through collaboration by a trans-disciplinary team will be presented.

February 5, 2018
Assessment Tools
Formal training on each tool will NOT be the emphasis of this session
A well-trained and experienced team is the most important element of a quality assessment. A specific test is a tool that is only as effective as the team members who utilize it. An introduction of a variety of useful tools will be presented. These may include:

  • Adaptive Behavior Assessment System, Third Edition (ABAS-III)
  • Autism Diagnostic Observation Schedule (ADOS-2)
  • Autism Spectrum Rating Scales (ASRS)
  • Childhood Autism Rating Scales (CARS 2)
  • Children’s Communication Checklist-2 (CCC-2)
  • Gilliam Autism Rating Scale (GARS-3)
  • Monteiro Interview Guidelines for Diagnosing Apserger’sSyndrome (MIGDAS)
  • Psychoeducational Profile: Third Edition (PEP-3)
  • Sensory Profile
  • Social Responsiveness Scale (SRS-2)
  • Underlying Characteristics Checklist (UCC-EI, UCC-CL, UCC-HF, UCC-SR-Adolescent, UCC-SR-Adult)
  • Sensory Processing Measure™ (SPM™)

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