Code of Maine Rules › 05 - DEPARTMENT OF EDUCATION › 071 - EDUCATION - GENERAL › Chapter 101 - MAINE UNIFIED SPECIAL EDUCATION REGULATION BIRTH TO AGE TWENTY-TWO › Section 071-101-XI - EARLY INTERVENTION SERVICES FOR YOUNG CHILDREN B-2 AND RELATED SERVICES FOR CHILDREN THREE TO TWENTY-TWO

Current through 2024-29, July 17, 2024
General Principles: Need for Early Intervention
				  Services
"Early intervention services" means developmental services
				  that are provided under public supervision; are provided at no cost except
				  where federal or state law provides for a system of payments by families,
				  including a schedule of sliding fees; are designed to meet the developmental
				  needs of an infant or toddler with a disability, as identified by the
				  individualized family service plan team in one or more of the following areas,
				  physical development, cognitive development, communication development, social
				  or emotional development or adaptive development; meet the standards of the
				  state in which the services are provided; are provided by qualified personnel;
				  to the maximum extent appropriate, are provided in natural environments,
				  including the home, and community settings in which children without
				  disabilities participate; and are provided in conformity with an individualized
				  family service plan. [20 USC
				  1432(4)] Appropriate early
				  intervention services must be based upon scientifically based research.
"
Related Services
" means special education
				  transportation, and such developmental, corrective, and other related services
				  pursuant to the federal Individuals with Disabilities Education Act,
				  20 United States Code,
				  Section 1401 (26) and,
as defined by the Commissioner,
as required to assist children
				  with disabilities to benefit from special education. The term related services
				  does not include a medical device that is surgically implanted, or the
				  replacement of such device. [20 USC 1401(26)]
Related services does not include a medical device that is
				  surgically implanted, the optimization of that device's functioning (e.g.,
				  mapping), maintenance of that device, or the replacement of that device.
				  Nothing in the prior paragraph limits the right of a child with a surgically
				  implanted device to receive related services that are determined by the IEP
				  Team to be necessary for the child to receive FAPE, limits the responsibility
				  of an SAU to appropriately monitor and maintain medical devices that are needed
				  to maintain the health and safety of the child, including breathing, nutrition,
				  or operation of other bodily functions, while the child is transported to and
				  from school or is at school; or prevents the routine checking of an external
				  component of a surgically implanted device to make sure it is functioning
				  properly. [34 CFR
				  300.34(b)(2) (i-iii)]
Early Intervention Services
								B-2
Related Services 3 to
								22
Audiology includes:
i. Identification of children with auditory
								impairment, using at risk criteria and appropriate audiologic screening
								techniques;
ii. Determination of the range, nature, and degree
								of hearing loss and communication functions, by use of audiological evaluation
								procedures;
iii. Referral for medical and other services
								necessary for the habilitation or rehabilitation of children with auditory
								impairment;
iv. Provision of auditory training, aural
								rehabilitation, speech reading and listening device orientation and training,
								and other services;
v. Provision of services for prevention of hearing
								loss; and
vi. Determination of the child's need for
								individual amplification, including selecting, fitting, and dispensing
								appropriate listening and vibrotactile devices, and evaluating the
								effectiveness of those devices.
Audiology includes-
i. Identification of children with hearing
								loss;
ii. Determination of the range, nature, and degree
								of hearing loss, including referral for medical or other professional attention
								for the habilitation of hearing;
iii. Provision of habilitative activities, such as
								language habilitation, auditory training, speech reading (lipreading), hearing
								evaluation, and speech conservation;
iv. Creation and administration of programs for
								prevention of hearing loss;
v. Counseling and guidance of children, parents,
								and teachers regarding hearing loss; and
vi. Determination of children's needs for group and
								individual amplification, selecting and fitting an appropriate aid, and
								evaluating the effectiveness of amplification.
Family Training and Counseling
Family training, counseling, and home visits means
								services provided, as appropriate, by social workers, psychologist, and other
								qualified personnel to assist the family of a child eligible under this part in
								understanding the special needs of the child and enhancing the child's
								development.
Counseling services means services provided by
								qualified social workers, psychologists, or other qualified personnel.
A licensed clinical professional counselor
								licensed by the Maine State Board of Counseling Professionals Licensure may
								provide assessment, consultation, counseling and referral services to children
								with disabilities and their parents consistent with the laws and regulations
								governing the practice of professional counseling (32 MRSA Chap. 119). A
								licensed marriage and family therapist may provide counseling
								services
.
Parent counseling and training means assisting
								parents in understanding the special needs of their child; providing parents
								with information about child development; and helping parents to acquire the
								necessary skills that will allow them to support the implementation of their
								child's IEP or IFSP.
Health Services.
Health services means services necessary to enable
								a child to benefit from the other early intervention services under this part
								during the time that the child is receiving the other early intervention
								services.
i. The term includes:
a. Such services as clean intermittent
								catheterization, tracheostomy care, tube feeding, the changing of dressings or
								colostomy collection bags, and other health services; and
b. Consultation by physicians with other service
								providers concerning the special health care needs of eligible children that
								will need to be addressed in the course of providing other early intervention
								services.
ii. The term does not include the following:
a. Services that are surgical in nature (such as
								cleft palate surgery, surgery for club foot, or the shunting of hydrocephalus);
								purely medical in nature (such as hospitalization for management of congenital
								heart ailments, or the prescribing of medicine or drugs for any purpose); or
								related to the implementation, optimization (e.g. mapping), maintenance, or
								replacement of a medical device that is surgically implanted, including a
								cochlear implant.
Nothing in this part limits the right of an
								  infant or toddler with a disability with a surgically implanted device (e.g.
								  cochlear implant) to receive the early intervention services that are
								  identified in the child's IFSP as being needed to meet the child's
								  developmental outcomes.
														Nothing in this part prevents the EIS
								  provider from routinely checking that either the hearing aid or the external
								  components of a surgically implanted device (e.g. cochlear implant) of an
								  infant or toddler with a disability are functioning properly;
b. Devices (such as heart monitors, respirators,
								and oxygen, and gastrointestinal feeding tubes and pumps) necessary to control
								or treat a medical condition.
c. Medical-health services (such as immunizations
								and regular "well- baby" care) that are routinely recommended for all
								children.
Hearing Aids
Each public agency
(SAU)
must
								ensure that hearing aids worn in school by children with Deafness, including
								hearing loss are functioning properly. [34 CFR
								300.113(a)]
Hearing aids will be checked no less than
								weekly by an individual assigned the responsibility and trained to identify
								typical malfunctions in hearing aids.
Interpreting services, as used with respect to
								children who are deaf or hard of hearing, includes oral transliteration
								services, cued language transliteration services, and sign language,
								transliterator and interpreting services, such as communication access realtime
								transliteration (CART), C-print, and type service and special interpreting
								services for children who are deaf/blind.
i. An interpreter for a student who is
								disabled shall be licensed with the Office of Licensing and Registration,
								Department of Professional and Financial Regulation, (32 MRSA Chap. 22 and
								accompanying regulations).
ii. A cued speech transliterator shall be
								licensed with the Office of Licensing and Registration, Department of
								Professional and Financial Regulation, (32 MRSA Chap. 22 and accompanying
								regulations).
Medical Services (only for diagnostic or evaluation
								purposes) means services provided by a licensed physician to determine a
								child's developmental status and need for early intervention
								services.
Medical Services means services provided by a
								licensed physician to determine a child's medically related disability that
								results in the child's need for special education and related services. Such
								medical services shall be for diagnostic and evaluation purposes
								only.
Vision services means:
i. Evaluation and assessment of visual functioning,
								including the diagnosis and appraisal of specific visual disorders, delays and
								abilities that affect early childhood development;
ii. Referral for medical or other professional
								services necessary for the habilitation or rehabilitation or visual functioning
								disorders, or both; and
iii. Communication skills training, orientation and
								mobility training for all environments, visual training, independent living
								skills training, and additional training necessary to activate visual motor
								abilities.
Qualified personnel for vision services are vision
								specialists, including ophthalmologists and optometrists,
and teacher
								of the Blind and Visually Impaired
.
Orientation and mobility services means services
								provided to students who are blind or visually impaired by qualified personnel
								to enable those students to attain systematic orientation to and safe movement
								within their environments in school, home, and community; and includes travel
								training instruction and teaching students the following, as
								appropriate:
i. Spatial and environmental concepts and use of
								information received by the senses (such as sound, temperature and vibrations)
								to establish, maintain, or regain orientation and line of travel (e.g., using
								sound at a traffic light to cross the street);
ii. To use the long cane to supplement visual
								travel skills or as a tool for safely negotiating the environment for students
								with no available travel vision;
iii. To understand and use remaining vision and
								distance low vision aids; and
iv. Other concepts, techniques, and
								tools.
Occupational therapy includes services to address
								the functional needs of a child related to adaptive development, adaptive
								behavior and play, and sensory, motor, and postural development. These services
								are designed to improve the child's functional ability to perform tasks in
								home, school, and community settings, and include:
Occupational therapy means-
i. Services provided by a qualified occupational
								therapist; and
ii. Includes-
i. Identification, assessment, and
								intervention;
ii. Adaptation of the environment,
and selection, design and fabrication of assistive
								and orthotic devices to facilitate development and promote the acquisition of
								functional skills; and
iii. Prevention or minimization of the impact of
								initial or future impairment, delay in development, or loss of functional
								ability.
a. Improving, developing or restoring functions
								impaired or lost through illness, injury, or deprivation;
b. Improving ability to perform tasks for
								independent functioning if functions are impaired or lost; and
c. Preventing, through early intervention, initial
								or further impairment or loss of function.
A licensed occupational therapist may
								provide occupational therapy The maximum student-therapist caseload, including
								both consultation and direct services, shall not exceed 50 students per each
								full-time equivalent provider
.
Occupational therapy includes improving,
								developing or restoring functions impaired or lost through illness, injury, or
								deprivation; improving ability to perform tasks for independent functioning if
								functions are impaired or lost; and preventing, through early intervention,
								initial or further impairment or loss of function.
Occupational therapy assistants may provide
								services under the professional supervision of an appropriately licensed
								therapist as required by the laws and regulations regarding the practice of
								occupational therapy and physical therapy (32 MRSA Chapters 32 and 45-A and
								accompanying regulations).
Physical therapy includes services to address the
								promotion of sensory-motor function through enhancement of musculoskeletal
								status, neurobehavioral organization, perceptual and motor development,
								cardiopulmonary status, and effective environmental adaptation. These services
								include:
Physical therapy means services provided by a
								qualified physical therapist.
A licensed physical therapist may provide
								physical therapy services The maximum student-therapist caseload, including
								both consultation and direct services, shall not exceed 50 students per each
								full-time equivalent provider.
i. Screening, evaluation and assessment of infants
								and toddlers to identify movement dysfunction;
ii. Obtaining, interpreting and integrating
								information appropriate to program planning to prevent, alleviate, or
								compensate for movement dysfunction and related functional problems; and
iii. Providing individual and group services or
								treatment to prevent, alleviate or treatment to prevent, alleviate, or
								compensate for movement dysfunction and related functional
								problems.
Physical therapist assistants may provide
								services under the professional supervision of an appropriately licensed
								therapist as required by the laws and regulations regarding the practice of
								occupational therapy and physical therapy (32 MRSA Chapters 32 and 45-A and
								accompanying regulations).
Physical therapy means services provided by
								a qualified physical therapist.
Psychological services include:
i. Administering psychological and developmental
								tests and other assessment procedures;
ii. Interpreting assessment results;
iii. Obtaining, integrating, and interpreting
								information about child behavior, and child and family conditions related to
								learning, mental health, and development; and
iv. Planning and managing a program of
								psychological services including psychological counseling for children and
								parents, family counseling, consultation on child development, parent training,
								and education programs.
Psychological services includes-
i. Administering psychological and educational
								tests, and other assessment procedures;
ii. Interpreting assessment results
offering diagnostic impressions;
iii. Obtaining, integrating, and interpreting
								information about child behavior and conditions relating to learning;
iv. Consulting with other staff members in planning
								school programs to meet the special educational needs of children as indicated
								by psychological tests, interviews, direct observation, and behavioral
								evaluations;
v. Planning and managing a program of psychological
								services, including psychological counseling for children and parents; and vi.
								Assisting in developing positive behavioral intervention strategies.
A certified school psychologist or
								psychologist licensed by the Board of Examiners of Psychologists may provide
								consultation services to children, school staff members and parents; evaluation
								services for children; behavior management including assisting in designing,
								implementing, evaluation and modifying positive behavioral intervention
								strategies; and social skills training (including individual or group
								counseling for children). Psychologists may provide psychotherapy if required
								by a child with a disability and specified in the child's IEP. A certified
								school psychologist may offer diagnostic impressions.
The Maine Psychological Association (MePA)
								maintains a register for Neurocognitive Testing Assistants (NTAs). NTAs must be
								registered and supervised by a psychologist, who is the evaluator, and who is
								licensed by the Department of Professional and Financial Regulation Board of
								Examiners of Psychologists. This register is referenced by the Department of
								Education when special education directors request reimbursement for a
								student's assessment
This registration procedure has been in
								effect since August, 2001, as a result of a Final Report of the Commissioner of
								Professional and Financial Regulation to the Joint Standing Committee on
								Education and Cultural Affairs
.
The registration requires, as recommended
								in this Report and required by the Legislative Committee, a minimum of a
								bachelor's degree in psychology or a related field. The licensed psychologist
								is fully responsible and liable for the conduct of the NTA.
The Report further states that the
								Department of Education indicated to the Department of Professional and
								Financial Regulation and to the Board of Examiners of Psychologists that a
								program of self-regulation, such as a registration program administered by a
								private organization such as the MePA, would satisfy federal requirements, so
								long as the minimum qualifications for registration are established and met by
								the registrants. This provision will remain in effect in this chapter until the
								Department of Professional and Financial Regulation Board of Examiners of
								Psychologists completes rulemaking on the neurocognitive
								assistants.
Recreation includes assessment of leisure function;
								therapeutic recreation services; recreation programs in schools and community
								agencies; and leisure education.
Rehabilitation counseling services means services
								provided by qualified personnel in individual or group sessions that focus
								specifically on career development, employment preparation, achieving
								independence, and integration in the workplace and community of a student with
								a disability. The term also includes vocational rehabilitation services
								provided to a child with disabilities by vocational rehabilitation programs
								funded under the Rehabilitation Act of 1973, as amended.
Nursing services include:
i. The assessment of health status for the purpose
								of providing nursing care, including the identification of patterns of human
								response to actual or potential health problems;
ii. Provision of nursing care to prevent health
								problems, restore or improve functioning, and promote optimal health and
								development; and
iii. Administration of medications, treatments, and
								regimens prescribed by a licensed physician.
School health and school nurse services means
								health services that are designed to enable a child with a disability to
								receive FAPE as discussed in the child's IEP. School nurse services are
								provided by a qualified school nurse. School health services are services that
								may be provided by either a qualified school nurse or other qualified
								person.
Social work services include:
i. Making home visits to evaluate a child's living
								conditions and patterns of parent-child interaction;
ii. Preparing a social or emotional developmental
								assessment of the child within the family context;
iii. Providing individual and family- group
								counseling with parents and other family members, and appropriate social skill-
								building activities with the child and parents;
iv. Working with those problems in a child's and
								family's living situation (home, community, and any center where early
								intervention services provided) that affect the child's maximum utilization of
								early intervention services; and
v. Identifying, mobilizing, and coordinating
								community resources and services to enable the child and family to receive
								maximum benefit from early intervention services.
Social work services includes-
i. Preparing a social or developmental history on a
								child with a disability;
ii. Group and individual counseling with the child
								and family;
iii. Working in partnership with parents and others
								on those problems in a child's living situation (home, school, and community)
								that affect the child's adjustment in school;
iv. Mobilizing school and community resources to
								enable the child to learn as effectively as possible in his or her educational
								program; and
v. Assisting in developing positive behavioral
								intervention strategies.
A social worker licensed by the Maine Board
								of Social Worker Licensure may provide social work services including preparing
								a social or developmental history of a child with a disability; group and
								individual counseling with the child and family; working with those problems in
								a child's living situation (home, school, and community) that affect the
								child's adjustment in school; and mobilizing school and community resources to
								enable the student to learn as effectively as possible in his or her
								educational program and assisting in developing positive behavioral
								interventions and strategies.
A social worker licensed by the Maine Board
								of Social Worker Licensure may provide social work services to children, school
								staff members, and parents consistent with the laws and regulations governing
								the practice of social work (32 MRSA Chap. 83 and accompanying regulations).
								The maximum student-therapist caseload shall not exceed 50 children per each
								full-time equivalent licensed social worker.
Assistive Technology
Assistive Technology
Assistive technology device means any item, piece
								of equipment, or product system, whether acquired commercially off the shelf,
								modified, or customized, that is used to increase, maintain, or improve the
								functional capabilities of children with disabilities. The term does not
								include a medical device that is surgically implanted, or the replacement of
								such device.
Assistive technology service means a service that
								directly assists a child with a disability in the selection, acquisition, or
								use of an assistive technology device.
Assistive technology device. In general the term
								assistive technology device means any item, piece of equipment, or product
								system, whether acquired commercially off the shelf, modified, or customized,
								that is used to increase, maintain, or improve functional capabilities of a
								child with a disability. The exception is the term does not include a medical
								device that is surgically implanted, or the replacement of such device.
Assistive technology service means any service that
								directly assists a child with a disability in the selection, acquisition, or
								use of an assistive technology device.
Such term includes:
Assistive technology services include:
i. The evaluation of the needs of a child with a
								disability, including a functional evaluation of the child in the child's
								customary environment;
ii. Purchasing, leasing, or otherwise providing for
								the acquisition of assistive technology devices by children with
								disabilities;
iii. Selecting, designing, fitting, customizing,
								adapting, applying, maintaining, repairing, or replacing assistive technology
								devices;
iv. Coordinating and using other therapies,
								interventions, or services with assistive technology devices, such as those
								associated with existing education and rehabilitation plans and
								programs;
v. Training or technical assistance for a child
								with disabilities or, if appropriate, that child's family; and
vi. Training or technical assistance for
								professionals (including individuals providing early intervention services) or
								other individuals who provide services to or are otherwise substantially
								involved in the major life functions of individuals with disabilities.
If the IFSP Team determines that an AT
								device or service is necessary for the provision of services and specifies the
								AT device or service in the child's IFSP, the SAU is responsible for ensuring
								the provision of the AT device or service. The use of the purchased AT
								device(s) in a child's home or other settings is required if the child's IFSP
								Team determines that the child needs these devices in order for the child to
								benefit from early intervention services.
An Assistive Technology Professional (ATP)
								must meet the national RESNA ATP Certification and keep the certification
								current so that the individual is on the Certification
								Directory
.
A provider who is already qualified to
								provide services and consultation on the use of assistive technology in the
								provider's practice is not required to also have this National Certification.
								(Such as OT,PT, or Speech)
i. The evaluation of the needs of such child,
								including a functional evaluation of the child in the child's customary
								environment;
ii. Purchasing, leasing, or otherwise providing for
								the acquisition of assistive technology devices by such child;
iii. Selecting, designing, fitting, customizing,
								adapting, applying, maintaining, repairing, or replacing assistive technology
								devices;
iv. Coordinating and using other therapies,
								interventions, or services with assistive technology devices, such as those
								associated with existing education and rehabilitation plans and
								programs;
v. Training or technical assistance for such child,
								or where appropriate, the family of such child; and
vi. Training or technical assistance for
								professionals (including individuals providing education and rehabilitation
								services), employers, or other individuals who provide services to, employ, or
								are otherwise substantially involved in the major life functions of the
								child.
If the IEP Team determines that an
								assistive technology device or service is necessary for the provision of a
								Free, Appropriate Public Education and specifies the assistive technology
								device or service within the children's IEP, the school administrative unit is
								responsible for ensuring the provision of the assistive technology device or
								service at no cost to the parents.
On a case-by-case basis, the use of school
								purchased assistive technology devices in a student's home or in other settings
								is required if the child's IEP Team determines that the child needs access to
								those devices in order to receive a free appropriate public
								education.
An Assistive Technology Professional (ATP)
								must meet the national RESNA ATP Certification and keep the certification
								current so that the individual is on the Certification
								Directory.
A provider who is already qualified to
								provide services and consultation on the use of assistive technology in the
								provider's practice is not required to also have this National Certification.
								(Such as OT,PT, or Speech)
Speech-language pathology services include:
i. Identification of children with communicative or
								oropharyngeal disorders and delays in development of communication skills,
								including the diagnosis and appraisal of specific disorders and delays in those
								skills;
ii. Referral for medical or other professional
								services necessary for the habilitation or rehabilitation of children with
								communicative or oropharyngeal disorders and delays in development of
								communication skills; and
iii. Provision of services for the habilitation,
								rehabilitation, or prevention of communicative or oropharyngeal disorders and
								delays in development of communication skills.
Speech and Language Services
								B-2.
Speech and language services may be
								provided by a speech-language pathologist licensed by the Maine Board of
								Speech, Audiology and Hearing or speech and language clinician certified by the
								Department, when recommended by the IFSP Team and included in the child IFSP.
								The maximum child-therapist caseload, including case management, consultation,
								and direct services, shall not exceed 50 for each full-time equivalent
								speech-language pathologist or speech and language
								clinician.
Speech-language pathology services includes:
i. Identification of children with speech or
								language impairments;
ii. Diagnosis and appraisal of specific speech or
								language impairments;
iii. Referral for medical or other professional
								attention necessary for the habilitation of speech or language
								impairments;
iv. Provision of speech and language services for
								the habilitation or prevention of communicative impairments; and
v. Counseling and guidance of parents, children,
								and teachers regarding speech and language impairments.
A speech-language pathologist licensed by
								the Maine Board of Speech, Audiology and Hearing, or speech clinician certified
								by the Department may provide speech and language services if recommended by
								the IEP Team and included in the child's Individualized Education Program. The
								maximum child-therapist caseload, including both consultation and direct
								services, shall not exceed 50 for each full-time equivalent speech-language
								pathologist or speech clinician.
A certified speech clinician may provide
								speech and language services if employed by an administrative unit. A certified
								speech clinician shall also be licensed by the Maine Board of Speech, Audiology
								and Hearing in order to provide contracted speech and language
								services
A speech-language pathology aide or assistant
								registered with the Board of Speech, Audiology and Hearing may provide speech
								and language services under the supervision of a licensed speech-language
								pathologist as required by 32 MRSA Chapter 77 and accompanying regulations
								relating to the practice of speech-language pathology.
Transportation and related costs includes the cost
								of travel (e.g., mileage or travel by taxi, common carrier, or other means) and
								other costs (e.g., tolls and parking expenses) that are necessary to enable a
								child eligible under this part and the child's family to receive early
								intervention services.
Transportation - Special Education
Transportation includes:
i. Travel to and from school and between
								schools;
ii. Travel in and around school buildings;
								and
iii. Specialized equipment (such as special or
								adapted buses, lifts, and ramps), if required to provide special transportation
								for a child with a disability.
Special education transportation shall be
								specified by the IEP Team in the child's Individualized Education Program when
								the Team determines that the transportation is necessary in order for the child
								with a disability to benefit from an education program. The IEP Team shall
								determine any modifications and/or adaptations, including the employment of a
								"transportation aide," that need to be made to the unit's regular
								transportation services in order to ensure appropriate and accessible
								transportation services
.
Pursuant to
								20-A
								MRSA §5401(4) special
								education students shall be provided transportation as provided by Chapter 301
								or to and from classes.
								20-A
								MRSA §7001 (4-B)
								defines "related services" as special education transportation and such
								developmental, corrective and other related services, as defined by the
								Commissioner, as are required to assist children with disabilities to benefit
								from their special education programs.
Therefore, special education transportation
								in Maine is that which is above and beyond regular transportation described in
								20-A MRSA §5401-5402
.
Transportation for special education for
								state wards and state agency clients is treated as a related service and
								included on the child's IEP. Transportation costs for state wards and state
								agency clients are claimed for subsidy on the EF-S-04B State Agency Client
								Billing Form.
Transportation cost associated with
								out-of-district special education programs is considered a predicted per pupil
								transportation cost as defined in 20-A §15672 (22A) and includes an
								adjustment for out of district special education transportation as reported on
								the EF-M-43, subsidy for which is governed by 20-A §5205.
Transportation - Residential
								School
School administrative units which have
								placed children with disabilities in residential schools shall provide
								transportation to these children at the beginning and the end of the school
								year, on weekends if the school does not provide weekend residential services,
								and on regularly scheduled vacations and holidays that correspond to the
								calendar of the residential school. Local administrative units shall provide
								for additional trips when determined by the IEP Team to be part of the child's
								Individualized Education Program.
In cases where the parents or guardian and
								the IEP Team determine that there is reason to transport the parents or
								guardian to the school during the holiday or vacation periods, this arrangement
								may be made in lieu of transporting the child to his/her
								residence.
If the parents of a child with a disability
								have been asked and agreed to transport the child to and/or from a residential
								school, the administrative unit shall reimburse the parents for mileage and
								necessary travel expenses in accordance with school district employee
								reimbursement policies and providing that such transportation is at no cost to
								the parent. Reimbursement to the parents shall be made within 45 days of each
								trip. If another means of transportation is procured, such as air or bus, the
								allowable rate shall be the actual cost.
Necessary travel expenses (such as tolls,
								parking, food and lodging) for the student and/or any required adult escort
								shall also be reimbursed in accordance with school district employee
								reimbursement policies.
Nutrition services include:
i. Conducting individual assessments in:
a. Nutritional history and dietary intake;
b. Anthropometric, biochemical, and clinical
								variables;
c. Feeding skills and feeding problems; and
d. Food habits and food preferences;
ii. Developing and monitoring appropriate plans to
								address the nutritional needs of children eligible under this part, based on
								the findings from individual nutritional assessments; and
iii. Making referrals to appropriate community
								resources to carry out nutritional goals.
Nutrition services may be provided by registered
								dieticians.
Case management
services means the
								activities carried out by a service coordinator to assist and enable an
								eligible child and the child's family to receive the services, rights and
								procedural safeguards authorized to be provided under the State's early
								intervention program.
The IEP case manager may oversee a child's
								(age 3 to 22) needs to assure that due process requirements under the federal
								Individuals with Disabilities Education Act are met. The case manager
								communicates with SAU staff, parents, the child, and teachers to provide
								coordination and follow up for the IEP process.
Sign language and cued language services include
								teaching sign language, cued language, and auditory/oral language, providing
								oral transliteration services (such as amplification), and providing sign and
								cued language interpretation.
Services provided by a Board Certified Behavior
				  Analyst (BCBA). The BCBA and BCBA-D are independent practitioners who also may
				  work as employees or independent contractors for an organization. The BCBA
				  conducts descriptive and systematic behavioral assessments, including
				  functional analyses, and provides behavior analytic interpretations of the
				  results. The BCBA designs and supervises behavior analytic interventions. The
				  BCBA is able to effectively develop and implement appropriate assessment and
				  intervention methods for use in unfamiliar situations and for a range of cases.
				  The BCBA seeks the consultation of more experienced practitioners when
				  necessary. The BCBA teaches others to carry out ethical and effective behavior
				  analytic interventions based on published research and designs and delivers
				  instruction in behavior analysis. BCBAs supervise the work of Board Certified
				  Assistant Behavior Analysts and others who implement behavior analytic
				  interventions. A BCBA in Maine must meet the national Behavior Analyst
				  Certification Board qualifications. The certification must be provided to
				  his/her employer or when he/she contracts with an organization. A BCBA must
				  keep his/her certificate current to ensure that he/she remains on the
				  Certificate Registry.