| Autism Criteria: |  | AUTISM SPECTRUM DISORDERS (ASD)
MN Rule 3525.1325
Eligibility Criteria
A
multidisciplinary team shall determine that a pupil is eligible and in
need of special education instruction and related services if the pupil
meets the criteria in items A and B. A determination of eligibility
must be supported by information collected from multiple settings and
sources.
An educational evaluation must address all three core
features in subitems (1) to (3). The team must document that the pupil
demonstrates patterns of behavior described in at least two of these
subitems, one of which must be subitem (1).
The behavioral
indicators demonstrated must be atypical for the pupil’s developmental
level. The team shall document behavioral indicators through at least
two of these methods: structured interviews with parents, autism
checklists, communication and developmental rating scales, functional
behavior assessments, application of diagnostic criteria from the
current Diagnostic and Statistical Manual (DSM), informal and
standardized evaluation instruments, or intellectual testing.
Qualitative
impairment in social interaction, as documented by two or more
behavioral indicators, for example: limited joint attention and limited
use of facial expressions directed toward others; does not show or
bring things to others to indicate an interest in the activity;
demonstrates difficulties in relating to people, objects, and events; a
gross impairment in ability to make and keep friends; significant
vulnerability and safety issues due to social naivete; may appear to
prefer isolated or solitary activities; misinterprets others’ behaviors
and social cues.
Qualitative impairment in communication, as
documented by one or more behavioral indicators, for example: not using
finger to point or request; using others’ hand or body as a tool;
showing lack of spontaneous imitations or lack of varied imaginative
play; absence or delay of spoken language; limited understanding and
use of nonverbal communication skills such as gestures, facial
expressions, or voice tone; odd production of speech including
intonation, volume, rhythm, or rate; repetitive or idiosyncratic
language or inability to initiate or maintain a conversation when
speech is present.
Restricted, repetitive, or stereotyped
patterns of behavior, interest, and activities, as documented by one or
more behavioral indicators, for example: insistence on following
routines or rituals; demonstrating distress or resistance to changes in
activity; repetitive hand or finger mannerism; lack of true imaginative
play versus reenactment; overreaction or under-reaction to sensory
stimuli; rigid or rule-bound thinking; an intense, focused
preoccupation with a limited range of play, interests, or conversation
topics.
The team shall document and summarize in an evaluation
report that ASD adversely affects a pupil’s performance and that the
pupil is in need of special education instruction and related services.
Documentation must include:
an evaluation of the pupil’s present
levels of performance and educational needs in each of the core
features identified by the team in item A. In addition, the team must
consider all other areas of educational concern related to the
suspected disability;
observations of the pupil in two different settings, on two different days; and
a summary of the pupil’s developmental history and behavior patterns.
Team
membership. The team determining eligibility and educational
programming must include at least one professional with experience and
expertise in the area of ASD due to the complexity of this disability
and the specialized intervention methods. The team must include a
school professional knowledgeable of the range of possible special
education eligibility criteria.
Implementation. Pupils with
various educational profiles and related clinical diagnoses may meet
the criteria of ASD under subpart 3. However, a clinical or medical
diagnosis is not required for a pupil to be eligible for special
education services, and even with a clinical or medical diagnosis, a
pupil must meet the criteria in subpart 3 to be eligible.
6/18/2001
Contact Carol Aasen 293-8923 ext. 127
|
|
