Lifespace Access Profile
Autism Spectrum Disorder
Instructional Program Planning
for Individuals with Level 2 & 3
Autism Spectrum Disoder
The Learner Resources Model (LRM) provides the conceptual foundation for Lifespace Access Assessment and Planning Instruments
Scope & Compliance
The LRM reflects the belief that assessment and individualized instructional programs must be based upon a comprehensive view of the Individual’s strengths and weaknesses. The scope/breadth and the depth of the Lifespace Access assessment and planning processes built upon this foundation meet and exceed the requirements in Part C Early Intervention and Special Education California and Federal regulations. (California Ed Code § 56320 and IDEA § 300.304.)
The LAP-ASD process leads to a shared perspective.
Ratings and other information gathered across 47 Scales produces a view that shows strengths and weaknesses across four resource categories
The LAP-ASD process start with assembling a Multidisciplinary Team
Research shows that program planning is most effective when conducted by a multidisciplinary team that includes parents, family members, care providers, instructional and support personnel.
Having all the stakeholders involved in the process is essential.
The LAP-ASD Application
The LAP-ASD application is constructed as an interactive Adobe Acrobat pdf.
User manual, scoring, note taking, graphing, and report form completion are all incorporated in a single pdf.
Desktop, laptop, and tablet formats are supported
Integrated interactive Manual
A click on the Manual button for any rating scale or form field brings up an interactive manual page that provides explanation for the scale or field and directions for its completion.
The LAP-AT Manual provides guided steps for Analysis, Interpretation, and Priority Setting
The Findings and Program Planning Implications pages in each Resource category present a graph of ratings, the rating descriptions, and the scale notes for the Team to consider.
Based upon that consideration, in each Resource category Key Findings and Planning Implications are identified.
The LAP-ASD process leads to Specifications for Individualized Program Planning
Resource Development Priorities
Physical Resources
Cognitive Resources
Emotional Resources
Support Resources
Instructional Specifications
Emotional Demand Considerations
Support Considerations
