Parent Survey Results

How Covid-19 Affected Me - one page profile samples
FREE One page profile samples for families, individuals and teams to create a personal, detailed snapshot of how the past year has affected their lives and how best to provide supports for success

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One page profile sample (editable Word document)

One page profile (Spanish editable Word document)

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Click Here:  OCASD Quick Reference Toolkit:  Preparing Students One Year After Covid-19
This is a toolkit for families, individuals and professionals - supporting students return to in person instruction successfully

Columbia Regional Inclusive Services - Return to School Resource Page

The OCASD has released the latest revision of a position paper on evaluations for autism spectrum disorder (ASD) while social distancing practices due to COVID-19 remain in effect. The Commission is committed to both timeliness and accuracy of ASD evaluations, whether they occur within the health care or the educational setting.

During this public health crisis, the OCASD is especially concerned for individuals with ASD across Oregon and their families. Schools are closed, routines are disupted, and families are under increasing strain. The resources below may be helpful during this very difficult time. Be safe. Stay home. Stay healthy.

COVID-19 and Autism Resources

Parent & Caregiver Guide to Helping Families Cope With the Coronavirus Disease 2019 (COVID-19)

Coping with disrupted family routines during COVID-19

Tips for Talking to Your Children about COVID-19        

Mental Health and Coping During COVID-19        

Additional Resources and Information from Autism Society of America

NPR: How To Talk About COVID-19 With People Who Have Autism

UNC Guide: Supporting Individuals with Autism through Uncertain Times

COVID-19 Teaching Tools and Supports

Downloadable Social Story on Coronavirus

COVID-19 Video Teaching Story from University of Miamai – NSU

Handwashing Routine Visual Steps

Handwashing Routine Photo-Based

CDC Teaching Handwashing

Getting sick, staying healthy social story

Coronavirus: Top tips for People with ASD (geared toward adults)

From the Oregon Health Authority - OCASD Welcomes this good news!

February 3, 2020

To: Wraparound programs Behavioral Health Directors

From: Chelsea Holcomb, LCSW, Manager Child and Family Behavioral Health Unit

Subject: Autism Spectrum Disorder diagnosis now eligible for Wraparound

Starting January 1, 2020, youth with a primary diagnosis of Autism Spectrum Disorder (ASD) are eligible for Wraparound under procedure codes H2021 (per 15 minutes) and H2022 (per diem).

Why is this happening?
The Health Evidence Review Commission placed Autism Spectrum Disorder above the funding line before Oregon’s 2014 Wraparound implementation; therefore, this pairing was missed. In response to your inquiries, OHA researched this issue, and HERC paired Wraparound and ASD on Line 193 of the January 1, 2020 List.

What should you do?
Please share this news with your Wraparound Review Committees, system partners, community partners and Oregon Health Plan families in Wraparound.

Questions?
If you have any questions about this announcement, contact Nat Jacobs at natalie.jacobs@dhsoha.state.or.us. Thank you for your continued support of Oregon’s behavioral health system and the services you provide.

Read the full memo here.

On June 21st, the State Board of Education approved revisions to the Oregon Administrative Rules (OARs) regarding the criteria school districts and early childhood programs utilize to determine eligibility for special education under the category of autism spectrum disorder (ASD); 581-015-2000 (definitions) and 581-015-2130 (eligibility criteria and evaluation components). These changes reflect the first overhaul in the eligibility criteria and required evaluation components in over 25 years. The new rules go into effect on January 1, 2019 providing school districts with time to familiarize staff with the new criteria, required evaluation components, and eligibility forms. The delay also provides Oregon’s Regional Programs with time to develop training and technical assistance materials to assist school-based professionals with implementation.

A central feature of the revisions is alignment with the Diagnostic and Statistical Manual, 5th Edition (DSM-5) criteria for diagnosing ASD. While a medical diagnosis of ASD remains distinctly separate from an educational eligibility, adoption of the DSM-5 criteria brings medical and educational definitions into closer alignment. As a result, parents and caregivers are less likely to be confused by two widely different ways in which ASD is defined. Oregon has joined only a handful of states nationwide who have taken this important step forward since the DSM-5 was released in May of 2013.

The rule revisions represent the culmination of nearly ten years of study, effort, and advocacy. The Oregon Commission on Autism Spectrum Disorders (OCASD) produced a 2010 Report to the Governor that called for better alignment of medical and educational ASD identification criteria. Members of the Screening, Identification, and Assessment (SIA) subcommittee of the OCASD worked tirelessly to further the recommendations of the 2010 report, pouring countless hours of effort into developing proposed changes in the criteria. Their work was then presented to Oregon Department of Education where the final proposed revisions were crafted following extensive input from a wide range of stakeholders, including parents.

The OCASD supported the rule revisions and we anticipate the changes will improve the quality and accuracy of ASD evaluations and eligibility determinations. We also hope the changes ease the reciprocal use of evaluation information across medical and educational systems thus reducing barriers to services.