The Autism Spectrum Disorder Service Guideline.pdf - CTE - Online ...

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determine if the child meets the educational classification of autism under theIDEA. In this case, the autism-specific program will only need to assess the child,not evaluate the child to determine if the child has a significant developmentaldelay. If the child is determined to either have ASD or meet the educationalclassification of autism under the IDEA the parents will be offered the choice of: 1)transferring to the program that completed the ASD assessment, 2) choosing adifferent autism-specific program that serves their town and is open to accept newreferrals, or 3) choosing one of the general Birth to Three programs that servestheir town, as long as the program they choose is open to accept new referrals.Alternatively, the general Birth to Three program that conducted the initialassessment may carry out the determination.• Even though a child is not found to be eligible for Birth to Three services, thescreening indicates there is concern about ASD. In this case, the family will begiven the opportunity to have one of the autism-specific programs, do furtherassessment to determine if the child meets the educational classification ofautism. If so, then the child can receive individualized autism-specific services asoutlined in this Service Guideline from an autism-specific program.MAKING A CHOICE:Families may wonder why the Birth to Three System has both autism-specific programsand general programs. Assuring that we have the capacity to provide high qualityservices to children with ASD and their families is a priority of the system. Autismspecificprograms were developed to assure that there were adequate resources to meetthis need throughout the state. Our general programs have traditionally served childrenwith ASD, and have expertise in this area as well. A family may already be enrolled in ageneral program or be familiar with one or make a strong positive connection with theevaluators from a general program who came to their home to conduct the Birth to Theeevaluation. In any of these cases, developing an IFSP to receive services in accordancewith this Service Guideline with the general program may be the best choice. Parentsmay wish to contact autism-specific and general programs that serve their town in orderto make an informed choice about which program is best for their family.The chart on the next page illustrates many of the possible pathways that may be followedin the determination process.6CT Birth to Three System • Service Guideline #1 • Revised July, 2002 and January, 2008
Referral to Child Development InfolineChildalready diagnosedwith ASD orsuspected?YesNoParent selectsautism-specificprogram?GeneralEI ProgramYesNoPerforms initialevaluation andscreens for ASDAutism-Specific EIProgramPerforms initialmulti-disciplinaryassessmentYesChildeligible dueto delay?NoDevelopsIFSPScreeningIndicatesred flagsfor ASD?YesNoAutism-Specific EIProgram(if parent selects)If eligible,develop IFSP.If not, exit child andrefer to Help MeGrowYesChilddiagnosed w/ASDor determined tomeet educ.classification forautism?NoDevelops IFSPTransfer child to general program ifeligible. If not eligible, exit childand refer to Help Me GrowCT Birth to Three System • Service Guideline #1 • Revised July, 2002 and January, 20087
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Page 15 and 16: Components of a Medical Diagnostic
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Page 21 and 22: Ongoing collaboration between the f
Page 23 and 24: Alternative or augmentative communi
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Page 27 and 28: It is useful to characterize the ac
Page 29 and 30: One of the developmental approaches
Page 31 and 32: measuring success. If a treatment i
Page 33 and 34: A FINAL NOTE FOR PARENTS BY PARENTS
Page 35 and 36: 5. Q. Who is qualified to work with
Page 37 and 38: APPENDICES - INDEXAppendix OneAppen
Page 39 and 40: The M-CHAT, The BITSEA & The CSBS-D
Page 41 and 42: The Brief Infant-Toddler Social & E
Page 43: Appendix ThreeScreening Tools for A
Page 46 and 47: Appendix SixHow Parents can get the
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Page 50 and 51: Decision Makers Tool KitSouth Easte
Page 53 and 54: ReferencesAppendix Nine1 Individual
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Page 57 and 58: Appendix TenResourcesAyers, J. (198
Page 59 and 60: McGee, G., Morrier, M., & Daly, T.
Page 61 and 62: Books For KidsAmenta, C.A., (1992).

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