Dalrymple, N. (1993).  Competencies for people teaching individuals with autism and other pervasive developmental disorders (3rd Ed). Bloomington, IN: Indiana Resource Center for Autism.

• more professionals across the disciplines are interacting with individuals with autism
• unique learning needs and characteristics
• booklet - created to provide standards to service delivery system from univerisity to community

Levels of competency

• I - identifying, discussing, or defining concepts
• II = desgning, participating using and evaluation
• III - application, teaching demonstration

Area I - General Knowlegde about DD and Autism

• competency - demonstrates knowledge about general child development
  • level I - developmental domains and sequence of milestones
• causes, definitions and implications of DD
  • level I - causes of DD, define MR, discuss epilepsy and CP
• characteristics of autism and criteria
  • level I - DSM criteria, relationship to other DD, changes in autism across the lifespan
  • Level II - explain autism to others, affects of communication, sensory, and social impairment
  • Level III - can teach others about autism
• current theories and controversies surrounding causes
  • level I - can discuss
  • level II - history of theories, discuss several theories, review current theories
  • Level III - can review research and train others
• knows the work of those who have contributed to the field
  • Level I - can list 3 people and has read at least 1 book on autism
  • Level II - familiar with 4-5 books and 2-3 journals, can identify major players (I'm not sure who some of these people are!)
  • Level III - can teach others about significant researchers
• understands prognosis
  • Level I - factors which predict adult functioning and areas that will need lifelong support
  • Level II - can discuss these factors
  • Level III can teach others

Area II - Inclusion, public policy, and the service system

• major legislation about education and rights of individuals with disabilities
  • Level I - Federal Laws, can define and discuss common terms related to best practice, can discuss parental roles
  • Level II - referral, case conference participants, current and pending legislation
  • Level III - can teach others
• State and Local Agencies
  • Level I - identify state and local agencies, advocacy groups, and responsibilities
  • Level II - use local resources and advocacy systems
  • Level III - referral and advocates, consultation, can involve local agencies
• understands integration, LRE, inclusion, and support
  • Level I - decribe and evaluate
  • Discuss inclusion
  • Can teach others

Area III - Assessment and objective setting

• understanding of the value of an interdisciplinary Dx and situational assesmsnets
  • Level I - can indicate why this is helpful
  • Level II - can participate in an interdisciplinary planning session, can describe why each of the disciplines are important given a case study
  • Level III - Can develop interdisciplinary questions and teach others
• effective use of assessment
  • Level I - list informal and formal assessment methods, difficulties with assessing individuals with autism, verbal versus nonverbal IQ
  • Level II - functional assessment, carry out, and match strengths with family and community opportunities
  • Level III - competent in major assessments, evaluate strengths and weaknesses in assessment tools, can train others
• assessment used to design goals and objectives
  • Level I - can use results relative to current status and suggest appropriate goals
  • LEvel II - can represent discipline in a meeting, can write specific, measurable, and appropriate goals for students
  • Level III - can fully participate in IEP meetings in an interdisciplinary fashion, can train others

Area IV - programming

• designs teaching environments and strategies that best meet the needs of students in applied settings
  • Level I  - can justify and identify environmental supports
  • Level II - can plan a week of activities using the IEP, can implement and change plan
  • Level III - can design environemtns, strategies and appropriate supports, explain verbally and in writing for follow-through, and teach others
• use IEP to plan individual activities
  • Level I - can follow a plan, interpret data, and evaluate activities and materials
  • Level II - can evaluate and adapt activities, design a week of lesson plans, can adjust plans using data
  • Level III - can design weekly lessons, can adapt and design supports, can train others
• maintain data keeping system relevant to the IEP
  • Level I  - understands data collection and can record data
  • Level II - can design a practical data collection method, can analyze data
  • Level III - design and compile data for a number of individuals, and can teach others
• uses positive teacching methods (lots of these from ABA)
  • Level I - can implement, can identify prompts and reinforcement, can task analyze
  • Level II - can task analyze at least one activity, fading, invidental teaching, use reinforcement appropriately
  • Level III - design using behavioral teaching techniques in the natural setting
• understands indificual learning needs common for chidlren with autism
  • Level I  - can identify and select how these needs are being met
  • Level II - apply knowlege in lesson planning and long-term planning for independence
  • Level III - apply in long-term planning for several individuals and teach others
• Personal teaching style is concurrent with children with autism
  • Level I - can discuss the importannce of teaching syle, can maintain effective teaching style
  • Level II - can critique own video tape
  • Level III - can maintain effective teaching style, train others
• Communication strategies that enhance inclusion
  • Level I - receptive communication, informally assess, interact with AAC
  • Level II - can interact with appropriate pacing, descign functional programs, use incidental teaching, FACILITIATE COMMUNICATION?
  • LEvel III - train others
• teaches social interaction effectively
  • LEvel I - ID social and interaction difficulties, successfully interact and support person across settings
  • Level II - plan and implement teaching methods for social interaction, can interact with at least 2 individuals
  • Level III -= deomonstrate social interaction strategies, train others
• Demonstrates support and respsect
  • Level I & II - demonstrate respect, committment and autonomy for all individuals
  • Level II - model appropriate responses

Area V: PBS

• uses best practice
  • Level I - basic behavioral functions, can define antecedents and consequences, suggest non-aversive plans
  • Level II - can do an FBA and data collection system, replacement response
  • Level III - design and implement, train others
• skill deficits and perceptual characteristics
  • Level I - can discuss
  • Level II - can get into further detail about function, talk about replacement behavior
  • Level III - can train others

Area VI: Medical and Daily Care

• knows medical issues and possible problems (siezures)
  • Level I - can ID medical issues, explain need for desesitization and basic first aid (including pica)
  • Level II - types of seizures, adjust goals, keeps data
  • Level III - can communicate with MDs, train others
• understands medications
  • Level I - understands the reasons for medications
  • Level II - list the major categories of medication, and can recognize overdose
  • Level II  - can ID specific meds and their categories and side effects, idications, and data collection on effectiveness
• safety, hygeine, and nutrition
  • Level I - can discuss personal, bathroom, mealtime, and sexuality, can impliment "evacuation procedures"
  • Level II - can set up routines and long-term plans, can design sexual and bathroom procedures
  • Level II - can set up diet and nutrition, can teach others

Area VII: Parents

• dialogue with parents as partners
  • Level I - discuss parents rights, involvements, evaluate in lay language, list concerns and goals
  • Level II - write a clear progress report, review data with apretns, explain acitivities, use parent methods, incorporate priorities and goals, encourage feedback, collaborative planning
  • Level III - lead a planning meeting and train others
• teaches parents skills
  • Level I - understands roles parents play
  • Level II - can suggest activieis, assess, teach parents incidental teaching peocedures, positive reinforcement, involve parents, family sensitivity
  • Level III - train others
• respects confidentialtiy
  • Level I - describe procedures for confidentiality, follow procedures
• staff involvement
  • Level I - verbally report information, reutrn forms, accept critical feedback, implementation
  • Level II - can contribute in IEP meetings, explain decisions to staff
  • Level III - supervise and and train others
• support and concern for staff in a professional manner
  • Level I - demonstrate awareness and appreciation of other people's work, offer assistance
  • Level II - deal with confusion and disagreement, repsect team building
  • Level II - supervision
• dependable staff member     
  • Level I - knowledge of procedures, prompt
  • Level II - takes responsibility can work independently
  • Level III - can supervise others