Rule 6A6'03023, FAC' Exceptional Student Education Eligibility for Students with Autism Spectrum Dis

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Rule 6A-6.03023, FAC. Exceptional Student
Education Eligibility for Students with Autism
Spectrum Disorders (ASD)Formerly Special
Programs for Students who are Autistic
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Topics for Review

• Revised State Board Rule/SP P Changes
• Title
• Definition
• Activities Prior to Referral
• Eligibility Criteria
• Next Steps

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Autism Spectrum DisordersTitle
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Rule 6A-6.03023, FAC. - (ASD)

• Title Change -
• From Autistic to Autism Spectrum Disorder

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Autism Spectrum DisordersDefinition
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Rule 6A-6.03023, FAC. (ASD)

• Definition. Students with Autism Spectrum
  Disorder. Autism Spectrum Disorder is defined to
  be a range of pervasive developmental disorders
  that adversely affects a student's functioning
  and results in the need for specially designed
  instruction and related services.

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Rule 6A-6.03023, FAC. (ASD)

• Definition continued Autism Spectrum Disorder
  is characterized by an uneven developmental
  profile and a pattern of qualitative impairments
  in social interaction, communication, and the
  presence of restricted repetitive and/or
  stereotyped patterns of behavior, interests, or
  activities.

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Rule 6A-6.03023, FAC. (ASD)

• Definition continued These characteristics
  may manifest in a variety of combinations and
  range from mild to severe. Autism Spectrum
  Disorder may include Autistic Disorder, Pervasive
  Developmental Disorder Not Otherwise Specified,
  Asperger Syndrome, or other related pervasive
  developmental disorders.

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Definition

• A range of pervasive developmental disorders
• Adversely affects a students functioning
• Results in need for specially designed
  instruction and related services
• Characteristics (outlined in criteria for
  eligibility) may manifest in a variety of
  combinations
• Characteristics may range from mild to severe

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Definition

• Includes Autistic Disorder, Pervasive
  Developmental Disorder Not Otherwise Specified
  (PDD-NOS), Asperger Syndrome, or other related
  pervasive developmental disorders

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Autism Spectrum DisordersActivities Prior to
Referral
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Rule 6A-6.03023, FAC. - (ASD)

• Activities prior to referral. Prior to
  referral for evaluation the requirements in Rule
  6A-6.0331(1)-(3), FAC., must be met.

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Autism Spectrum DisordersEvaluation
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Rule 6A-6.03023, FAC. - (ASD)

• Evaluation. In addition to the procedures
  identified in Rule 6A-6.0331(4), FAC., the
  evaluation must also include the procedures
  identified in the districts Policies and
  Procedures for the Provision of Specially
  Designed Instruction and Related Services for
  Exceptional Students as required by Rule
  6A-6.03411.

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SP P Content

• Minimum student evaluation shall include all of
  the following
• Documented and dated behavioral observations
  conducted by members of the evaluation team
  targeting social interaction, communication
  skills, and stereotyped patterns of behavior,
  interests or activities, across settings.
  Activities conducted prior to referral may be
  used to meet this criterion, if the activities
  address the elements identified in 1.a).

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SP P Content

• A comprehensive social/developmental history
  compiled with the parent(s) or guardian(s), that
  addresses the core features of autism spectrum
  disorders.
• A comprehensive psychological evaluation to
  identify present levels of performance and uneven
  patterns of development in language, social
  interaction, adaptive behavior, or cognitive
  skills.
• A comprehensive speech/language evaluation.

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SP P Content

• Medical information, provided by a licensed
  physician, shall be considered.

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Autism Spectrum DisordersCriteria for
Eligibility
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Rule 6A-6.03023, FAC. - (ASD)

• Criteria for eligibility. A student with
  Autism Spectrum Disorder is eligible for
  exceptional student education if all of the
  following criteria are met
•  Evidence of all of the following
•  1. Uneven developmental profile as evidenced by
  inconsistencies across or within the domains of
  language, social interaction, adaptive behavior,
  and/or cognitive skills and
•  2. Impairment in social interaction as evidenced
  by delayed, absent, or atypical ability to relate
  to people or the environment and

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Rule 6A-6.03023, FAC. - (ASD)

• 3. Impairment in verbal and/or nonverbal
  language or social communication skills, and
•  4. Restricted repetitive and/or stereotyped
  patterns of behavior, interests, or activities
  and
• (b) The student needs special education as
  defined in Rule 6A-6.03411(1)(c)

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SP P Content

• 1. Uneven developmental profile as evidenced by
  current or previously exhibited inconsistencies
  in the development of
• language
• social interaction
• adaptive behavior, or
• cognitive skills
• These inconsistencies can be evidenced across or
• within these developmental domains.

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SP P Content

• 2. Impairment in social interaction as evidenced
  by the delay, difference, absence, or abnormality
  in the ability to relate to people or the
  environment.
• These may include one or more of the following
  behavioral indicators
• 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

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SP P Content

• Behavioral indicators continued
• 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 naiveté
• May appear to prefer isolated or solitary
  activities
• Misinterprets others behaviors and social cues

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SP P Content

• 3. Impairment in verbal and/or nonverbal language
  or social communication skills as evidenced by
  one or more behavioral indicators
• Showing lack of spontaneous imitations of 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

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SP P Content

• Behavioral indicators continued
• 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
• Not using a finger to point or request

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SP P Content

• 4. Restricted repetitive and/or stereotyped
  patterns of behavior, interests, or activities as
  evidenced by one or more behavioral indicators
• Insistence on following rules or rituals
• Demonstrating distress or resistance to changes
  in activity
• Repetitive hand or body mannerisms

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SP P Content

• Behavioral indicators continued
• Lack of true imaginative play versus reenactment
• Over-reaction or under-reaction to sensory
  stimuli
• Rigid or rule-bound thinking
• Encompassing preoccupation with one or more
  stereotyped or restricted patterns of interest
  that is abnormal either in intensity or focus

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SP P Content

• Additional changes to SP P -
• Instruction Program Philosophy
• Students with ASD share instructional needs with
  other students, but have characteristics specific
  to ASD
• Development use of language communication
  skills
• Development of appropriate social skills
• Development of appropriate behavioral skills
• Need to tailor instruction to the individual
  learning styles and needs of each student
• This requires that teachers of students with ASD
  be knowledgeable in a variety of educational
  strategies.

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SP P Content

• Additional changes to SP P -
• Instruction Program Curriculum
• Need for recognition of ASD as a developmental
  disability that severely impacts the students
  communication, social, and behavioral skills
• Need to take into consideration the students
  strengths and needs in all three areas when
  tailoring an education program for the student.

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Next Steps

• Effective date July 1, 2007
• Students currently identified as Autistic will
  be identified as having an Autism Spectrum
  Disorder during their next IEP team meeting.
  The IEP will be updated accordingly.

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Next Steps

• For students who are not currently identified as
  autistic but may meet eligibility criteria for
  autism spectrum disorders -
• IEP team needs to conduct a reevaluation to
  determine if the student meets eligibility for
  autism spectrum disorders.

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Next Steps

• Technical Assistance Papers under development
• Fact Sheet for Parents also under development

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Contact

• Kimberly C. Crawford, Ph.D., CCC-SLP
• Program Specialist
• Tel [phone]
• kimberly.crawford_at_fldoe.org