1. Conducting 3 Year Re-Evaluations For Students with Autism
This template can be used as a starter file for a photo album.

2. PURPOSE OF 3 YEAR RE-EVALUATIONS
To determine whether is a student is still eligible for specially-designed instruction under the category of autism by:
1) Documenting whether the student still has characteristics in the four eligibility areas
2) Documenting whether the characteristics still have an adverse impact on the student’s education

3. Medical vs Educational
Based on set of Criteria – DSM-IV (May 2013 – DSM-V)
Based on State and Federal Laws (IDEA)
Refers to specific disorder: Autistic Disorder, Asperger’s Disorder, PDD-NOS
Autism is a disability category.
Used in Private or Medical Settings
Used in the public school system.
May be determined by individual or a team.
Must be determined by a team.
Impairments in Communication, Social, and Repetitive/Restricted Behaviors
Impairments in Communication, Social, Repetitive/Restricted Behaviors & Sensory.
The student’s disability must impact his/her education to be eligible under the category of ASD.

4. Oregon Commission - Chart

5. ASD Eligibility/Diagnosis – Autism
There is no medical test for Autism Spectrum Disorder
Medical Diagnosis is based on DSM-IV (May 2013 DSM-V)
School Districts are required to use the educational criteria listed in OARs for eligibility under the Special Education Umbrella.
Both medical diagnosis and educational eligibility are determined by specific behavioral characteristics associated with ASD.

6. Oregon School District Requirements
Education Eligibility Information – Autism
Oregon School District Requirements
1. Autism Spectrum Disorder includes Autism Disorder and Asperger's:
2. Under Educational Eligibility the team must determine:
a. The student exhibits characteristics of ASD
b. Demonstrate that the characteristics of ASD impact the learning of the child in the educational setting or on development in EI/ECSE and the child needs Specially Designed Instruction.
3. Educational Eligibility is determined with a team of professionals including the parent.

7. Required Eligibility Components
Education Eligibility Evaluation – Autism
Required Eligibility Components
Developmental Profile
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Autism Specialist, School Psychologist)
Observations
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Autism Specialist, School Psychologist, Speech- Language Pathologist, Development Pediatrician***; Clinical Psychologist***)
Direct Interactions with the Child
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Autism Specialist, School Psychologist, Speech-Language Pathologist, Pediatrician; Clinical Psychologist)
Communication Assessment
Speech and language pathologist licensed by the State Board of Examiners for Speech-Language Pathology and Audiology or the Teacher Standards and Practices Commission
Medical or Health Assessment Statement
(1) a physician licensed by a State Board of Medical Examiners, or (2) a nurse practitioner licensed by a State Board of Nursing, specially certified as a nurse practitioner, or (3) a physician assistant licensed by a State Board of Medical Examiners. Both a nurse practitioner and a physician assistant must be practicing within his or her area of specialty.
Behavior Rating Tool
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Autism Specialist, School Psychologist )
Assessment(s) to Determine Impact of Suspected Disability
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Classroom Teacher, Special Education Teacher, Autism Specialist, School Psychologist, Speech-Language Pathologist).
Assessment(s) to Determine Educational Need
Licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorders (i.e. Classroom Teacher, Special Education Teacher, Autism Specialist, School Psychologist, and Speech-Language Pathologist).

8. Technical Assistance Paper
Unique Learning Characteristics of individuals with ASD
Impairment in Social Interaction, as exhibited by the following:
marked impairment in the use of multiple nonverbal behaviors such as eye-to- eye gaze, facial expression, body postures, and gestures to regulate social interaction
failure to develop peer relationships appropriate to developmental level
a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)
lack of social or emotional reciprocity delay or abnormal functioning in symbolic or imaginative play
Technical Assistance Paper

9. Impairments in Communication as exhibited by the following:
Unique Learning Characteristics of individuals with ASD
Impairments in Communication as exhibited by the following:
delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
stereotyped and repetitive use of language or idiosyncratic language
lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

10. Persistent preoccupation with parts of objects
Unique Learning Characteristics of individuals with ASD
Restricted Repetitive and Stereotyped Patterns of behavior, Interests, and Activities, as exhibited by the following:
Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, nonfunctional routines or rituals
Stereotyped and repetitive motor manners (e.g., hand or finger flapping or twisting, or complex whole-body movements)
Persistent preoccupation with parts of objects

11. Unique Learning Characteristics of individuals with ASD
Unusual Response to Sensory Information (associated features not necessary for medical diagnosis but required for educational eligibility) exhibited by the following:
Responds in an unusual manner to sounds, taste, pain, light, color, touch, temperature, smells – hypersensitivity (over)
Responds in an unusual manner to sounds, taste, pain, light, color, touch, temperature, smells – hyposensitivity (under)
Seeks activities that provide touch, pressure, movement avoids activities that provide touch, pressure, movement

12. Required to attend: SPED teacher, SLP, Teacher
Evaluation Planning Meeting
Purpose:
To review existing information, determine what new information should be collected and decide what new assessments/evaluation activities will be conducted.
Fill out Prior Notice about Evaluation/Consent to Evaluate. If parents are in attendance, they can sign it. Otherwise, it must be sent to them. Eligibility meeting must occur within 60 days of signed consent.
Required to attend: SPED teacher, SLP, Teacher
Bring Out the Form!!

13. Review previous 3 year re-eval report(s) – current enough?
Evaluation Planning Meeting - Tips
Consider inviting all IEP Team Members including the Autism Consultant. If team members will not be there, then get written input from them on how the disability impacts the student’s education in the four areas.
Use meeting as an opportunity to conduct file review and parent/teacher interviews. Can document using Autism 3 Year Re-evaluation Planning Meeting Minutes/File Review form
Review previous 3 year re-eval report(s) – current enough?
Bring Out the Form!!

14. File Review
During Evaluation Planning Meeting the Team will review the file and document characteristics of ASD in all four areas over the last three years on the 3 Year Re-eval Planning Meeting/File Review Form
Can review: Present Levels IEPs, testing results, other relevant reports/documents from previous three years

15. ASD Teacher Interview Checklist:
Options:
ASD Teacher Interview Checklist:
Forms are listed on LBL ESD ASD Website
Teachers can fill out and turn in by hand or submit electronically
Teachers can fill out before, during, or after planning meeting (depending on preference and who is in attendance)
2) Review characteristics from previous 3 year evaluation report and discuss if traits are still manifesting in that way

16. Parent Interview
Options:
Parents attend Eval Planning Meeting and give input about current characteristics (review traits from previous re-eval report).
Contact parents if they were not at the Eval Planning and ask if there is any new information regarding characteristics of the four areas of ASD.

17. Observations must be on 2 different days across 2 different settings.
Observations/Direct Interactions
Must have 3 Documented Observations within 6 months of the Eligibility Meeting
Note characteristics of ASD in all 4 areas (social, communication, sensory, behaviors)
Observations must be on 2 different days across 2 different settings.
SLP or other Service Providers can do one of the observations.

18. Functional Communication Assessment
The speech-language pathologist should develop a profile of the individual’s communication strengths and challenges. In order to accomplish this, the SLP must design and assess situations that will demonstrate an individual’s attempts to communicate.

19. Focus of the Assessment
The assessment should focus on determining how the individual communicates:
Verbally (including pragmatic strengths and weaknesses)
Nonverbally (the ability to use and comprehend nonverbal language, including atypical or delayed nonverbal communicative behaviors)
Joint attention (the process of sharing one’s experience of observing an object or event, by following gaze or pointing gestures)

20. Focus on Assessment cont.
Communication Intent and Functionality
Social Communication Behaviors

21. The Assessment Should also Identify Critical Social Behaviors
Initiating interactions
Responds to attempts at interaction
Requests information from a communicative partner
Comments on an activity or an event during an interaction
Follows routines
Provides or offers information
Understands requests or expectations for performance

22. Observations Should Occur Across a Variety of Settings
With familiar and unfamiliar peers
With familiar and unfamiliar adults
In structured and unstructured situations
In small and large groups
During transitions
During adult and child directed activities
During Preferred and Non preferred activities
During Motor and Language based activities

23. Examples of Formal Speech/Language (Knowledge not Performance)
CELF-4
EOWPVT
PPVT-4
OWLS
TOLD-4
CASL
CCC-2 Children’s Communication Checklist-2

24. Possible Informal Assessments
Assessment of Social Communication Skills for Children (Quill)
SCQ- Social Communication Questionnaire
Conversational Effectiveness Profile (Kowalski)
Social Cognitive Assessments (Winner)
Pragmatic Profiles and Checklists

25. Reports—Write up
Background Information (i.e., file review, prior interventions and special ed history)
Assessment Procedures
Assessment Results (Formal and Informal)
Short overall impression
Recommendations
If possible, share the FCA with case manager before the eligibility meeting

26. Childhood Autism Rating Scale 2-ST/HF (CARS)
ASD Behavior Rating Tools (Complete 1 Tool)
Childhood Autism Rating Scale 2-ST/HF (CARS)
Social Responsiveness Scale-2 (SRS-2)
Krug Asperger’s Disorder Index (KADI)
Gilliam Autism Rating Scale-2 (GARS2)
Gilliam Asperger’s Disorder Scale (GADS)
Social Communication Questionnaire (SCQ)

27. CARS2-ST
PURPOSE:
Helps to identify children with autism and determine symptom severity through quantifiable ratings based on direct observation
AGES: 2 years and up
ADMINISTRATION TIME:
5 to 10 minutes (after the information needed to make the ratings has been collected)
FORMAT:
Two 15-item rating scales completed by the clinician (each designed for a different population); and an unscored Parent/ Caregiver Questionnaire
SCORES:
Cutoff scores, standard scores, and percentiles

28. Parent and/or teacher rating scale NORMS:
SRS-2
PURPOSE:
Distinguishes autism spectrum conditions from other child psychiatric conditions by identifying presence and extent of autistic social impairment
AGES: 4 to 18 years
ADMINISTRATION TIME:
15 to 20 minutes
FORMAT:
Parent and/or teacher rating scale
NORMS:
Based on a sample of more than 1,600 children and separated by identity of rater (parent or teacher) and gender of child rated

29. AGES: 6 through 22 years of age. ADMINISTRATION TIME:
KADI
PURPOSE:
The KADI helps clinicians distinguish individuals with Asperger's disorder from those who have other forms of high functioning autism.
AGES: 6 through 22 years of age.
ADMINISTRATION TIME:
Parent/Caregiver/Home/School – minutes
FORMAT: Rating Scale
NORMS:
The KADI was standardized on a sample of 486 individuals, including 130 previously diagnosed with Asperger's disorder, 162 previously diagnosed with high functioning autism, and 194 considered normal. Data were collected from more than 30 states and 10 countries.

30. AGES: 3 through 22 years of age. ADMINISTRATION TIME:
GADS2
PURPOSE:
The GADS is a norm-referenced assessment designed to evaluate individuals with unique behavior problems who may have Asperger's Disorder.
AGES: 3 through 22 years of age.
ADMINISTRATION TIME:
Parent/Caregiver/Home/School – 5-10 minutes
FORMAT: Rating Scale
NORMS:
Normed on 371 representative subjects with Asperger's Disorder, the GADS can also be used to monitor the effectiveness of special intervention programs, to target goals for IEPs, and for research purposes.

31. GARS2
PURPOSE:
This revision of the popular Gilliam Autism Rating Scale is a norm-referenced instrument that assists teachers, parents, and clinicians in identifying and diagnosing autism.
AGES: 3 through 22 years of age.
ADMINISTRATION TIME:
Parent/Caregiver/Home/School – 5-10 minutes
FORMAT: Rating Scale
NORMS:
The GARS-2 was normed on a representative sample of 1,107 persons with autism from 48 states within the United States. Demographic characteristics of the normative sample are keyed to the 2000 U.S. Census data. The GARS-2 has strong psychometric characteristics that were confirmed through studies of the test's reliability and validity.

32. AGES: Over 4.0 years, with a mental age over 2.0 years.
SCQ
PURPOSE:
Offers a quick, easy, and inexpensive way to routinely screen for autism spectrum disorders.
AGES: Over 4.0 years, with a mental age over 2.0 years.
ADMINISTRATION TIME:
Less than 10 minutes.
FORMAT:
Parent questionnaire with 40 yes-or-no items. Current and Lifetime Forms.
SCORES:
Total score with cutoff points.

33. Assessment: Impact of ASD/Educational Needs
Assessments to determine the impact of the disability may include any evaluation, formal or informal, that addresses strengths, weaknesses and educational needs.
With or without new assessments to measure impact, there needs to be a written impact statement (written in Evaluation Report):
Sensory
Behaviors
Communication
Social

34. Recommendation that Medical Statement be dated within 6 years.
The Medical Statement is a legal requirement as part of the eligibility.
For ASD Purposes we need information on Section 7

35. Review reports/documentation of evaluation activities
Eligibility Meeting
Review reports/documentation of evaluation activities
Fill out Statement of Eligibility for Special Education (Autism Spectrum Disorder 82)
Eligibility form:

36. Template off the LBL ESD ASD Website
ASD 3 Year Re-Eval Report
Share Report Examples
Template off the LBL ESD ASD Website

37. Technical Assistance Paper
Resources
Technical Assistance Paper
Oregon Commission on Autism Spectrum Disorder
LBL ESD Website