## Vermilion Association for Special Education Autism Spectrum Disorder Entrance Criteria

###### State Definition

Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child’s performance. (A child who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the other criteria of this Section are satisfied). Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental changes or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance.

###### Cooperative Eligibility Criteria

The essential features of autism spectrum disorder are persistent impairment in reciprocal social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities. These symptoms are present from early childhood and limit or impair everyday functioning. The stage at which functional impairment becomes obvious will vary according to characteristics of the individual and his or her environment. Core diagnostic features are evident in the development period, but intervention, compensation, and current supports may mask difficulties in at least some contexts. Manifestations of the disorder also vary greatly depending on the severity of autistic condition, developmental level, and chronological age; hence the term spectrum. Autism spectrum disorder encompasses disorders previously referred to as early infantile autism, childhood autism, Kanner’s autism, high-functioning autism, atypical autism, pervasive developmental disorder not otherwise specified, childhood disintegrative disorder, and Asperger’s disorder. [As taken from the Diagnostic and Statistical Manual—Fifth Edition (2013)]. For this purpose of this part, autism shall include, but not be limited to, any Autism Spectrum Disorder that adversely affects a child’s educational performance.

###### Step 1: Identification of a Disability

To be identified as having a disability of Autism, the following criteria must be met: Y N Persistent deficits in social communication and social interaction across multiple contexts, currently or by history of, as manifests by all of the following: \_\_\_\_\_ Deficits in social-emotional reciprocity \_\_\_\_\_ Deficits in nonverbal communicative behaviors used for social interaction \_\_\_\_\_ Deficits in developing, maintaining, and understanding relationships

Y N Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following: \_\_\_\_\_ Stereotyped or repetitive motor movements, use of objects, or speech \_\_\_\_\_ Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior \_\_\_\_\_ Highly restricted, fixated interests that are abnormal in intensity of focus \_\_\_\_\_ Hyper- or hypoactivity to sensory input or unusual interest in sensory aspects of the environment

Y N Symptoms must be present in the early developmental period (but may not become fully manifested until social demands exceed limited capacities, or may be masked by learned strategies in later life.)

###### Exclusionary Factors

Y N Although factors such as differing culture expectations, limited experiential background, or lack of access to social interaction may be present, such factors are not the PRIMARY factors contributing to the child’s deficits. Y N The child’s difficulties are not better explained by an intellectual disability or any other disability area alone. However, an intellectual disability and autism may both be present.