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SPECTRUM DISORDER Evaluation and Eligibility Guidelines

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SPECTRUM DISORDER Evaluation and Eligibility Guidelines 2007 AUTISM SPECTRUM DISORDER Evaluation and Eligibility Guidelines • Presented by • St. Clair County Regional Educational Service Agency TABLE OF CONTENTS INTRODUCTION ......................................................................................................................................................... 1 INTRODUCTION TO AUTISM SPECTRUM DISORDER (ASD) ............................................................................ 1 What is Autism Spectrum Disorder (ASD)? ............................................................................................................. 1 Michigan’s Definition of Autism Spectrum Disorder ............................................................................................... 1 Explanation of Michigan Department of Education (MDE) ..................................................................................... 2 Discussion of IDEA Definition of Autism ................................................................................................................ 5 AUTISM SPECTRUM DISORDER ELIGIBILITY ..................................................................................................... 6 Flow Chart for Initial Referrals to Special Education ............................................................................................... 6 Flow Chart for Students Currently Receiving Services ............................................................................................ 7 PRE-REFERRAL PROCESS ........................................................................................................................................ 7 PRE-REFERRAL PROCESS ........................................................................................................................................ 8 PRE-REFERRAL INTERVENTIONS .......................................................................................................................... 8 MULTIDISCIPLINARY EVALUATION TEAM (MET) PROCESS ........................................................................ 10 ASSESSMENT PROCESS FOR AUTISM SPECTRUM DISORDER ...................................................................... 13 COMPONENTS OF ASD EVALUATION ................................................................................................................. 13 ASSESSMENT TOOLS FOR AUTISM SPECTRUM DISORDER .......................................................................... 16 SCREENING TOOLS ................................................................................................................................................. 16 COMPREHENSIVE ASSESSMENT TOOLS ............................................................................................................ 16 Adolescent and Adult Psycho-Educational Profile (AAPEP), 1992 ....................................................................... 19 Adolescent/Adult Sensory Profile, 2002 ................................................................................................................. 20 Adolescent Test of Problem Solving (TOPS-A), 1991 ........................................................................................... 21 Asperger’s Syndrome Diagnostic Scale (ASDS), 2001 .......................................................................................... 22 Australian Scale for Asperger’s Syndrome Screening Tool, 1998 .......................................................................... 23 Autism Diagnostic Interview - Revised (ADI-R), 2003 .......................................................................................... 24 Autism Diagnostic Observation Schedule (ADOS), 2001 ...................................................................................... 25 Autism Screening Instrument for Educational Planning – Second Edition (ASIEP-2), 1993 ................................. 26 Childhood Autism Rating Scale (CARS), 1988 ...................................................................................................... 27 Children’s Communication Checklist – Second Edition (CCC-2), 2003 ................................................................ 28 Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP), 2002 ................................... 29 Elementary Test of Problem Solving (TOPS-E), 1994 ........................................................................................... 30 Functional Communication Profile - Revised (FCP-R), 2003 ................................................................................ 31 Gilliam Asperger’s Disorder Scale (GADS), 2003 ................................................................................................. 32 Gilliam Autism Rating Scale (GARS), 1995 .......................................................................................................... 33 Infant/Toddler Sensory Profile, 2002 ...................................................................................................................... 34 MacArthur Communicative Development Inventories (CDIs), 2005 ..................................................................... 35 Parent Interview for Autism (PIA), 2002 ................................................................................................................ 36 Psycho-Educational Profile – Revised (PEP-R), 1990 ............................................................................................ 37 Sensory Profile, 1999 .............................................................................................................................................. 38 Sensory Profile School Companion ........................................................................................................................ 39 i Publisher Information: Harcourt Assessment ........................................................................................................ 39 A standardized assessment tool for measuring a student’s sensory processing abilities and their effect on the student’s functional performance in the classroom and school environment. It is intended to be used as part of a comprehensive performance assessment for students ages 3 years 0 months to 11 years 11 months, when combined with other evaluations, observations and reports. ................................................................................... 39 Test components consist of a User’s Manual, Teacher Questionnaire, and a Scoring Summary. ........................... 39 Cost: $140.00Social Communication Questionnaire (SCQ), 2003 ........................................................................ 39 Social Communication Questionnaire (SCQ), 2003 ............................................................................................... 40 Social Responsiveness Scale (SRS), 2005 .............................................................................................................. 41 Vineland Adaptive Behavior Scales (VABS), 1984 ................................................................................................ 42 ISSUES OF ELIGIBILITY .......................................................................................................................................... 43 COMPARISON WITH OTHER SPECIAL EDUCATION DEFINITIONS ............................................................... 43 CONSIDERATION OF OUTSIDE DIAGNOSES RELATED TO AUTISM SPECTRUM DISORDER ................. 46 Asperger’s Syndrome/Disorder ............................................................................................................................... 46 Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) ............................................................ 47 OTHER DISORDERS WHICH MAY CO-OCCUR WITH ASD............................................................................... 47 Attention Deficit Hyperactivity Disorder (ADHD) ................................................................................................. 48 Mood and Anxiety Disorders .................................................................................................................................. 48 Obsessive Compulsive Disorder (OCD) ................................................................................................................. 48 Oppositional Defiant Disorder (ODD) .................................................................................................................... 49 OTHER DISORDERS NOT RECOGNIZED IN THE DSM-IV-TR .......................................................................... 49 Nonverbal Learning Disorder (NLD) ...................................................................................................................... 49 Semantic Pragmatic Disorder .................................................................................................................................. 49 Sensory Integration Dysfunction ............................................................................................................................. 49 EXCLUSIONARY CONSIDERATIONS ................................................................................................................... 49 NEED FOR SPECIAL EDUCATION ......................................................................................................................... 50 SHARING EVALUATION FINDINGS WITH FAMILIES ....................................................................................... 51
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