AUTISM SPECTRUM DISORDER: SERVICES IN WEST VIRGINIA SCHOOLS - GUIDELINES FOR BEST PRACTICES - 2023 REVISION

Oct 15, 2026

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Guidelines for Best Practices: 2023 Revision outlines autism spectrum disorder services for West Virginia schools, supported by the West Virginia Department of Education’s Office of Special Education. The publication sets purpose and overall goals, including early intervention and school-based services across birth through age 21. It details characteristics and common learning, social, communication, and behavior needs, then provides educator and caregiver guidance through quality program indicators, comprehensive team processes, assessments, goal setting, structured environments, teaching strategies, functional behavioral assessment and positive behavior support, data-based intervention, and transition planning.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages102

Reading Time4 h 17 min

AccessFree to download

Acknowledgements

Introduction

Purpose

Autism Spectrum Disorder (ASD)

Characteristics Associated with ASD

Common Social, Communication, Behavior, Learning and Related Characteristics

Information for Parents and Caregivers

Special Education Services

Early Intervention: Birth through Three Years of Age

School-Based Services: Three to Twenty-One Years of Age

Information for Educators and Professionals

Overall Goals

Quality Program Indicators

Components

Component 1: Comprehensive Team Approach Involving the Family

Component 2: Comprehensive Assessment of Skills and Deficits

Component 3: Clearly Defined Goals

Component 4: Structuring the Environment

Component 5: Effective Teaching Strategies

Component 6: Applying Functional Behavioral Assessment and Positive Behavior Support

Component 7: Assessing Intervention Through Data Collection

Component 8: Transition

Component 9: Opportunities with Peers

Interventions

Behavioral Interventions

Developmental Interventions

Communication Based Interventions

Social-Relational Based Interventions

Social Stories

Psychology Focused Approaches

Appendix

AUTISM SPECTRUM DISORDER: SERVICES IN WEST VIRGINIA SCHOOLS GUIDELINES FOR BEST PRACTICES: 2023 REVISION West Virginia Board of Education 2023-2024 L. Paul Hardesty, President Nancy J. White, Vice President F. Scott Rotruck, Financial Officer Robert W. Dunlevy, Member Victor L. Gabriel, Member Daniel D. Snavely, M.D., Member Christopher A. Stansbury, O.D., Member Debra K. Sullivan, Member James S. Wilson, D.D.S., Member Sarah Armstrong Tucker, Ph.D., Ex Officio Chancellor West Virginia Higher Education Policy Commission West Virginia Council for Community and Technical College Education Michele L. Blatt, Ex Officio State Superintendent of Schools West Virginia Department of Education TABLE OF CONTENTS Office of Special Education 2 • Acknowledgements 3 Introduction 4 • Purpose 5 Autism Spectrum Disorder (ASD) 5 » Characteristics Associated with ASD 5 » Common Social, Communication, Behavior, Learning and Related Characteristics 5 Information for Parents and Caregivers 6 • Special Education Services 8 » Early Intervention: Birth through Three Years of Age 8 » School-Based Services: Three to Twenty-One Years of Age 9 Information for Educators and Professionals 9 • Overall Goals 9 » Quality Program Indicators 10 • Components 10 » Component 1: Comprehensive Team Approach Involving the Family 10 » Component 2: Comprehensive Assessment of Skills and Deficits 12 » Component 3: Clearly Defined Goals 13 » Component 4: Structuring the Environment 15 » Component 5: Effective Teaching Strategies 18 » Component 6: Applying Functional Behavioral Assessment and Positive Behavior Support 24 » Component 7: Assessing Intervention Through Data Collection 30 » Component 8: Transition 30 » Component 9: Opportunities with Peers 32 Interventions 33 • Behavioral Interventions 34 » Motivation and Reinforcement 34 • Developmental Interventions 35 » Communication Based Interventions 35 • Social-Relational Based Interventions 38 » Social Stories 38 » Psychology Focused Approaches 38 Appendix 39 • Appendix A 39 • Appendix B 50 • Appendix C 53 • Appendix D 62 • Appendix E 64 • Appendix F 65 • Appendix G 72 • Appendix H 79 • Appendix I 96 WEST VIRGINIA DEPARTMENT OF EDUCATION Office of Special Education Michele L. Blatt State Superintendent of Schools Melanie Purkey Executive Director, Office of Federal Programs and Support Sheila Paitsel Director, Special Education This is a publication of The Office of Federal Programs and Support, West Virginia Department of Education (WVDE) and revised under the Individuals with Disabilities Education Improvement Act 2004 (IDEA) federal grant and may be reprinted without permission. This material is available in alternative format upon request. Contact the Office of Federal Program and Support at 833-627-2833. Office of Federal Programs and Support is committed to equal opportunity in all programs, activities, and employment and to full compliance with federal and state laws that prohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation, religion, military status, age or disability. 2 | Guidelines for Best Practices: 2023 Revision Acknowledgements The West Virginia Department of Education, Office of Special Programs and Special Education would like to thank the Office of Superintendent of Public Instruction (OSPI) in the state of Washington for the use of their Guidance document. The 2023 task force volunteered to edit, revise, and write additions as needed for the document. The 2023 taskforce included the following individuals: Breanna Adkins, MOT, OTR, BCP Asst. Professor Division of OT/ Birth to Three West Virginia University | Jennifer Anderson, M.A. NBCT | Coordinator: Autism Spectrum Disorders, OSE | WVDE | | --- | --- | --- | | Emily Arbogast, M.A.T. | Middle School Teacher | Kanawha County School | | Claire Baniak, Psy. D. | Pediat

FAQs

What is the purpose of the 2023 revision guidelines for ASD services in West Virginia schools?

The guidelines provide a structured best-practices approach for supporting students with autism spectrum disorder through early diagnosis, early intervention, and effective educational strategies.

What are the key service components described for implementing ASD support?

The document outlines a comprehensive team approach, skill and deficit assessment, clearly defined goals, structured environments, effective teaching strategies, functional behavioral assessment with positive behavior support, data-based progress monitoring, and transition planning.

How do the guidelines address interventions for students with ASD?

Interventions include behavioral, developmental, communication-based, and social-relational approaches, such as motivation and reinforcement, communication-focused strategies, social stories, and psychology-focused methods.

Oct 15, 2026

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