New Jersey Department of Education

With the new developments in the identification and education of students with ASD, the new APQI-R replaces a previous version New Jersey Autism Program Quality Indicators: A Self-Review of Quality Improvement Guide for Programs Servicing Youth Students with Autism Spectrum Disorder, published in 2004.

The purpose of the revised document was to:

  • Replace older versions of the NJ APQI;
  • Assist school-based practitioners in the field of education, including schools and other educational settings;
  • Establish a framework that can be replicated in general education to promote more inclusive opportunities and ensure least restrictive environment (LRE);
  • Identify and promote the use of evidence-baded practices for effective programming and instruction for students with ASD; and
  • Promote non-biased considerations for economically disadvantaged children, children who are diverse in race and ethnicity, and children who speak a language other than English

Visit the "E-Learning Opportunities" website to access the Autism Program Quality Indicators - Revised, Information Session (Part 1)

APQI-R Descriptions and Indicators

Program Considerations presents quality indicators to consider when developing,  implementing, or evaluating a program for a student with autism. The information below describes eight specific indicators to consider under the Program Consideration domain.

Each indicator contains components of quality for Early Childhood, School Age, and Youth. Please refer to the APQI-R PDF document for details about each indicator and their associated component.

In total, there are 34 components across 8 indicators within the Program Considerations domain. The indicators under Program Considerations include the following:

  • Indicator 1: Program Characteristics
  • Indicator 2: Educational Environment
  • Indicator 3: Personnel
  • Indicator 4: Curriculum
  • Indicator 5: Instructional Methods
  • Indicator 6: Family Engagement
  • Indicator 7: Community Collaboration
  • Indicator 8: Program Evaluation

Student Considerations present practices to consider in the decision-making process for each student specific to assessment, the development of Individual Education Programs (IEPs), planning for challenging behaviors through positive behavior approaches, and addressing transition through person-centered planning. Consideration of engagement opportunities, the level of intensity, and the location of the educational program or placement are all individual decisions based on the needs of the student. Intensity can be defined in a number of ways such as length of time in instruction (hours per week, days per year); student-to-teacher ratio; and the rate of learning opportunities. The location or placement in which these intensive educational experiences take place should be individually determined to incorporate the student’s best interest in both the immediate and the long term.

In total, there are 26 components across 6 indicators with the Student Consideration domain.

The indicators under Program Considerations include the following:

  • Indicator 9: Individualized Student Assessments
  • Indicator 11: Challenging Behaviors
  • Indicator 12: Program Options
  • Indicator 13: Program Transitions
  • Indicator 14: Individual Progress Review and Monitoring

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