6A-6.03023. Exceptional Student Education Eligibility for Students With Autism Spectrum Disorder

(1) 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.

(2) General education interventions and activities. Prior to referral for evaluation the requirements in subsection 6A-6.0331(1), F.A.C., must be met.

(3) Evaluation. In addition to the procedures identified in subsection 6A-6.0331(5), F.A.C., the district shall conduct a full and individual evaluation that addresses the core features of autism spectrum disorder to include deficits in social interaction, social communication, and restricted or repetitive, patterns of behavior, interests, or activities. An evaluation for determining eligibility shall include the following components:

(a) 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;

(b) A social/developmental history based on an interview with the parents(s) or guardian(s);

(c) 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;

(d) 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;

(e) A standardized assessment of adaptive behavior; and,

(f) If behavioral concerns are present, a functional behavioral assessment is conducted to inform behavioral interventions on the student’s individual educational plan.

(4) Criteria for eligibility. A student with autism spectrum disorder is eligible for exceptional student education if all of the following criteria are met:

(a) Evidence of all of the following:

1. Impairment in social interaction as evidenced by delayed, absent, or atypical ability to relate to individuals or the environment;

2. Impairment in verbal or nonverbal language skills used for social communication; and,

3. Restricted or repetitive patterns of behavior, interests, or activities.

(b) The core features identified in subparagraphs (4)(a)1., (4)(a)2., and (4)(a)3. of this rule, occur across settings.

(c) The student needs special education as defined in paragraph 6A-6.03411(1)(kk), F.A.C.

Rulemaking Authority 1003.01, 1003.57, 1003.571 FS. Law Implemented 1003.01, 1003.57, 1003.571 FS. History–New 7-2-79, Formerly 6A-6.3023, Amended 7-1-07, 12-15-09, 4-1-15.