Abstract
In light of the steady rise in the prevalence of students with autism, this study examined the definition of autism published by state education agencies (SEAs), as well as SEA-indicated evaluation procedures for determining student qualification for autism. We compared components of each SEA definition to aspects of autism from two authoritative sources: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Individuals with Disabilities Education Improvement Act (IDEA-2004). We also compared SEA-indicated evaluation procedures across SEAs to evaluation procedures noted in IDEA-2004. Results indicated that many more SEA definitions incorporate IDEA-2004 features than DSM-IV-TR features. However, despite similar foundations, SEA definitions of autism displayed considerable variability. Evaluation procedures were found to vary even more across SEAs. Moreover, within any particular SEA there often was little concordance between the definition (what autism is) and evaluation procedures (how autism is recognized). Recommendations for state and federal policy changes are discussed.
Highlights
Autism spectrum disorder (ASD) refers to a group of pervasive neurodevelopmental disorders that involve moderately to severely disrupted functioning in regard to social skills and socialization, expressive and receptive communication, and repetitive or stereotyped behaviors and interests [1]
To analyze and compare state education agencies (SEAs) definitions, we developed a list of ASD components based on consideration of three sources: (a) the definition of autism found in IDEA-2004, (b) the description of Autistic Disorder in DSM-IV-TR [8], and (c) the description of Childhood Autism in the tenth edition of International statistical classification of diseases and related health problems [12]
The present study revealed that definitions of autism and the eligibility evaluation procedures for it are readily available on SEA websites
Summary
Autism spectrum disorder (ASD) refers to a group of pervasive neurodevelopmental disorders that involve moderately to severely disrupted functioning in regard to social skills and socialization, expressive and receptive communication, and repetitive or stereotyped behaviors and interests [1]. In 1990, the US Congress amended the federal special education law ( called Individuals with Disabilities Education Improvement Act, or IDEA-2004) to make autism a category of education disability. Autism is defined for federal special education administrative purposes as stated below. (i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before the age of three that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences
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