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As evidenced in the literature, the six local school divisions saw a significant increase in the number of students identified with autism spectrum disorder. Like most rural areas, they faced not only a shortage of special education teachers, but also beginning and experienced teachers lacked the skill to implement teaching strategies based on the principles of applied behavior analysis. The school divisions lacked qualified staff to train teachers and instructional assistants. During this time period, parents whose children were not successful in traditional special education programs were suing school divisions across the country. Administrators from Shenandoah Valley Regional Program and the six school divisions entered into an agreement with Commonwealth Autism Service to work collaboratively in order to identify the needs of the six school divisions and to supervise staff pursuing board certification in behavior analysis. During the 2005-06 school year, the regional program contracted with Commonwealth Autism Service to provide a board certified behavior analyst for four days per week. During that year, the following activities took place: 1. Quarterly planning meetings with administrators from the regional program, six school divisions and Commonwealth Autism Service. 2. Teacher needs assessments were completed. 3. Teacher networking opportunities were provided. 4. Classroom observations 5. Consultative services for specific students. 6. Staff training in the areas of data collection, teaching strategies, educational and behavioral assessment

As a result of these activities, a position paper was developed. An interdisciplinary team was convened to review the draft document and an action plan was developed and endorsed by the school division superintendents. Recognizing the unique needs of students with autism the plan focuses on the following:

Assessment: Students with autism present different challenges with regard to assessment. In order to develop appropriate intervention goals, members of an interdisciplinary team will select and administer criterion-referenced assessments. Assessments will focus on academic skills, activities of daily living, communication, social skills, motor skills and sensory needs. The teacher (with input from interdisciplinary team members) will interpret the assessment data to develop appropriate intervention goals, will implement teaching strategies to meet the goals, and will collect data to document student progress.

Instruction: The goal for all students with autism is access to the general education curriculum. The intervention goals for students with autism vary greatly depending on the individual. These goals address academic skills, activities of daily living, communication, social skills, motor skills and sensory needs as determined by the assessment data. Instructional strategies are based on peer-reviewed research and are modified as needed based on student performance data.

Behavioral intervention: The unique behavioral characteristics of students with ASD interfere with learning and are often misinterpreted and/or misunderstood. Behavioral intervention is a critical component of their educational program. Teachers and instructional assistants will implement basic behavior management intervention and positive behavior supports, which may reduce the need for more in-depth functional behavior assessments. Behavioral interventions are based on peer-reviewed research and are modified as needed based on student performance data.

Transition: The characteristics of students with autism pose a variety of challenges when addressing their transitional needs. Appropriate transition goals will enable the students to function appropriately in their school and community environments as independently as possible.

In partnership with Commonwealth Autism Service, comprehensive staff development based on the principles of behavior analysis is required of teachers, instructional assistants and interdisciplinary team members to ensure that they have the knowledge and skills necessary to provide appropriate instructional services. Comprehensive staff development based on best practice also facilitates consistency among programs across the region.