Michael Friedmann

SPED 898

Dr. Sean Smith

Reflection Artifact SPED 785

 

 

SPED 785 Portfolio and AFIRM Evidence-Based Practices Modules

 

               This project involved creating a comprehensive online professional portfolio for the SPED 785 course and the Masters in Autism Spectrum Disorder program at the University of Kansas, and completing multiple Autism Focused Intervention Resources and Modules (AFIRM) centered on evidence-based practices. In SPED 785 (Application of Assessment Information for Exceptional Children and Youth: Autism Spectrum Disorder), I developed a web-based portfolio showcasing my understanding of ASD assessment, and in parallel I finished six AFIRM online modules. Together, these artifacts provided a capstone experience that combined assessment competencies with practical intervention training in a graduate-level special education context.

 

               The purpose of the SPED 785 portfolio and AFIRM modules was to deepen my understanding of autism spectrum disorder (ASD) assessment and the application of evidence-based practices (EBPs). The portfolio allowed me to organize and present key assessment concepts—such as diagnostic criteria, evaluation tools, and data interpretation—in a cohesive format, demonstrating how assessment findings guide educational planning. Complementing this, each AFIRM module focused on a specific EBP for ASD, helping me learn the step-by-step process of planning, implementing, and monitoring proven interventions (Sam & AFIRM Team, 2015c). By engaging with these modules (e.g., Functional Behavior Assessment and Parent-Implemented Intervention), I reinforced the connection between thorough assessment and the selection of appropriate, research-backed strategies for students with ASD. The artifact as a whole was designed to bridge theory and practice – ensuring that I not only understood how to assess learners with ASD, but also how to apply EBPs based on those assessments to support student growth.

 

                I met all the assignment requirements by creating every required portfolio page and integrating evidence from all assigned AFIRM modules into the final product. The finished portfolio website included sections on topics like distinguishing DSM-5 vs. IDEA definitions of ASD, “Best Practices” for developmental, speech, adaptive, and behavioral assessments, interpretation of test results, and a compilation of ASD resources (Wilkes, 2024). For example, on the portfolio’s behavioral assessment page I included a summary of a Functional Behavior Assessment (FBA) I conducted, directly aligning with strategies learned in the FBA module (Sam & AFIRM Team, 2015a). I also developed a “Determine EBPs Using Data” section where I described how assessment data inform intervention choices; in this section I applied insights from the AFIRM Parent-Implemented Intervention module by outlining a plan to coach a parent in behavior support techniques at home (Amsbary & AFIRM Team, 2017). To demonstrate the Prompting EBP, I provided an example of using a least-to-most prompting hierarchy to teach a self-care skill, reflecting guidance from the Prompting module (Sam & AFIRM Team, 2015c). In another portfolio page, I proposed a peer buddy program at recess to facilitate social interaction for a student with ASD, which was informed by the Peer-Mediated Instruction and Intervention module (Sam & AFIRM Team, 2015b). I further showcased my mastery of Task Analysis by breaking down a daily living task into step-by-step components on the site (Sam & AFIRM Team, 2015d). Finally, I included an example of using a tablet-based communication app in the classroom, drawing on the Technology-Aided Instruction and Intervention module to illustrate how technology can support learning (Hedges & AFIRM Team, 2018). Every component—from written content to applied examples—was completed and incorporated into the portfolio, demonstrating that I fulfilled each aspect of the assignment’s criteria.

 

               After receiving an initial grade of only 15% on the portfolio, I made the decision not to revise the work but instead to challenge the evaluation, I did receive a final grade of 93.33% for the course, but the disappointment in not having my portfolio contributions accurately and adequately reviewed was heartbreaking enough for me that I considered leaving the program and the University of Kansas, but made the decision not to let one event break me and I pushed on. This extremely low score came despite the fact that the final submission contained every required component and page. I realized that the instructor’s assessment might have been based on an incomplete review of the website; indeed, it seemed the full site navigation (with all its linked pages) had not been acknowledged, leading to an underestimation of the content I provided. Believing firmly that the portfolio as submitted met the assignment guidelines, I communicated my concerns to the instructor and provided clarification that all required materials were present on the live site. In essence, I chose not to revise because the issue appeared to be an oversight rather than a deficiency in the content itself. Although this was a frustrating situation, it reinforced for me the importance of clear communication and documentation. I stood by the quality and completeness of my original work, using the opportunity to advocate for myself and ensure my instructor recognized that the portfolio did, in fact, include the entire range of required evidence and reflections.

 

               Through this project, I learned a great deal and experienced significant growth as a special educator. The process of building the SPED 785 portfolio honed my ability to synthesize complex information about ASD assessments and present it in an organized, professional manner. I became more familiar with a variety of assessment tools and best practices for evaluating students with autism, which has increased my confidence in conducting and interpreting assessments. Completing the AFIRM modules deeply enriched my practical skill set. Each module not only taught me the specifics of an intervention, but also emphasized the importance of fidelity and data collection in implementing EBPs (Sam & AFIRM Team, 2015d). I now feel well-prepared to use prompting and then gradually fade supports to encourage student independence, to systematically analyze tasks for teaching complex skills, and to involve peers and parents as partners in interventions. I also gained insight into collaborating with families through the Parent-Implemented Intervention strategies, which underscored how empowering parents can greatly benefit student outcomes (Amsbary & AFIRM Team, 2017). This assignment was a transformative learning experience: it reinforced the critical link between assessment and intervention, expanded my repertoire of evidence-based strategies, and solidified my commitment to data-driven decision-making. By reflecting on these artifacts, I can see how far I have come in understanding autism support practices. I am now better equipped as a special educator to assess, plan, and implement effective interventions for students with ASD, and I view this growth as a direct result of engaging deeply with the portfolio project and AFIRM modules in SPED 785.

 

References:

 

Amsbary, J., & AFIRM Team. (2017). Parent implemented intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/parent-implemented-intervention

 

Hedges, S., & AFIRM Team. (2018). Technology-aided instruction & intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/technology-aided-instruction-and-intervention

Sam, A., & AFIRM Team. (2015a). Functional behavior assessment. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/functional-behavior-assessment

 

Sam, A., & AFIRM Team. (2015b). Peer-mediated instruction and intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/peer-mediated-instruction-and-intervention

 

Sam, A., & AFIRM Team. (2015c). Prompting. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/prompting

 

Sam, A., & AFIRM Team. (2015d). Task analysis. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/task-analysis

 

Wilkes, M. (2024). SPED 785 Autism Spectrum Disorder assessment portfolio [Website]. Retrieved from https://www.acceptingautism.com/sped-785