Difference between revisions of "SSPS:Autism Spectrum Disorders Eligibility"

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(Required Information and Evaluation Data)
(Replaced content with "==Definition== Autism spectrum disorder is a condition that reflects a wide range of symptoms and levels of impairment, which vary in severity from one (1) individual to a...")
 
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==Definition==
 
==Definition==
 
Autism spectrum disorder is a condition that reflects a wide range of symptoms and levels of impairment, which vary in severity from one (1) individual to another. Autism spectrum disorder is characterized by an atypical developmental profile with a pattern of qualitative impairments in social interaction and social communication, and the presence of restricted or repetitive patterns of behavior, interests, or activities, which occur across settings.
 
Autism spectrum disorder is a condition that reflects a wide range of symptoms and levels of impairment, which vary in severity from one (1) individual to another. Autism spectrum disorder is characterized by an atypical developmental profile with a pattern of qualitative impairments in social interaction and social communication, and the presence of restricted or repetitive patterns of behavior, interests, or activities, which occur across settings.
 
==Criteria for Eligibility==
 
A student with Autism Spectrum Disorder is eligible for exceptional student education if ALL of the following criteria are met and have evidence of:
 
 
• Impairment in social interaction as evidenced by delayed, absent, or atypical ability to relate to individuals or the environment;
 
 
• Impairment in verbal or nonverbal language skills used for social communication; and
 
 
• Restricted or repetitive patterns of behavior, interests, or activities.
 
 
• The core features identified above occur across settings.
 
 
• The student demonstrates a need for special education services over and above what is provided through general education.
 
 
==General Education Interventions and Activities==
 
Refer to [[SSPS:Referral_and_Evaluation|Referral and Evaluation Section]] for information regarding general intervention procedures.
 
 
Vision and hearing screenings and a review of existing data are mandatory prior to a referral and cannot be waived.
 
 
Parental involvement, observations and evidence of appropriate general
 
educational interventions and progress monitoring are expected as part of the Problem Solving/Response to Intervention process.  However, general
 
education interventions may be modified or waived if the team, including
 
the parent, determines that general education interventions are not
 
appropriate due to the severity of the handicap and an immediate referral is
 
required.  This is documented on an In-school Staffing form and requires
 
approval from the ESE Department.
 
 
'''NOTE:'''  The general education rule should not be construed to either limit or create the right to FAPE or delay an appropriate evaluation of a student
 
suspected of having a disability.
 
 
==Procedures for Evaluation==
 
===Required Information and Evaluation Data===
 
 
Following the results of hearing and vision screenings an evaluation of either, conducted by qualified personnel, is necessary only if determined appropriate by the evaluation team.
 
 
Minimum student evaluation shall include '''ALL''' of the following:
 
 
* General education interventions and activities conducted prior to the referral may be used to meet the criterion, if the activities address the required information above. 
 
 
* Behavioral observations conducted by members of the evaluation team targeting social interaction, social communication skills, and restricted or repetitive patterns of behavior, interests, or activities, across settings;
 
 
* A social/developmental history based on an interview with the parents(s) or guardian(s);
 
 
* A psychological evaluation that includes assessment of academic, intellectual, social-emotional, and behavioral functioning and must include at least one (1) standardized instrument specific to autism spectrum disorder;
 
 
* A language evaluation that includes assessment of the pragmatic (both verbal and nonverbal) and social interaction components of social communication. An observation of the student’s social communication skills must be conducted by a speech language pathologist;
 
 
* A standardized assessment of adaptive behavior; and
 
 
* If behavioral concerns are present, a functional behavioral assessment is conducted to inform behavioral interventions on the student’s individual educational plan.
 
 
==Procedures for Determining Eligibility and Educational Placements==
 
 
Refer to [[SSPS:Eligibility_and_Placement|Eligibility and Placement Procedures]] for information regarding eligibility procedures.
 
 
* Eligibility is determined by a group of qualified professionals and the parent or guardian.  The documentation of the determination of eligibility includes a written summary of the team’s analysis of data (TAD) that incorporates the basis for making the determination and documentation that eligibility was based on an analysis of data and information required for eligibility
 
 
 
* Signature of each group member certifying that the documentation of determination of eligibility reflects the member’s conclusion.  If it does not reflect the conclusion of all members, the dissenting group member(s) must submit a separate statement representing their conclusions.
 
   
 
'''NOTE:'''    When autism spectrum disorder is identified as a major factor in the student's eligibility for Exceptional Student Education, the functional level of the student will also be considered.  Therefore, the student may also be recommended for eligibility in Intellectual Disabilities (InD) or Emotional/Behavioral Disabilities (EBD) based on the social, academic and self-help skills s/he demonstrates.  If the team decides that the student has a significant cognitive disability, the student will pursue special standards.  All other students follow regular standards.
 
 
==Team Analysis of Data==
 
   
 
Download an [http://www.pasco.k12.fl.us/library/ssps/tad/tad_asd.docx ASD TAD]
 
 
Download an [http://www.pasco.k12.fl.us/library/ssps/tad/tad_asd_short.docx ASD Short TAD]
 
 
==Procedures for Recommending Discontinuation or Dismissal==
 
Refer to [[SSPS:Discontinuation_and_Dismissal|Discontinuation and Dismissal Section]] for information regarding procedures.
 

Latest revision as of 11:37, 20 July 2017

Definition

Autism spectrum disorder is a condition that reflects a wide range of symptoms and levels of impairment, which vary in severity from one (1) individual to another. Autism spectrum disorder is characterized by an atypical developmental profile with a pattern of qualitative impairments in social interaction and social communication, and the presence of restricted or repetitive patterns of behavior, interests, or activities, which occur across settings.