The evaluation report documents the use of all of the following procedures to address the areas of concern:600.10.a. Review of medical records,600.10.
b. Observation of the child’s behavior across multiple environments600.10.c. An in-depth social historyNOTE: The in-depth social history may include a developmental history, significant life events, and/or reportsfrom parents, physicians and teachers.
The evaluation report documents disturbances of speech, language-cognitive development, and nonverbalcommunication in one (1) or more of the following:
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a. Abnormalities that extend beyond speech to many aspects of the communication process600.20.
b. Absence of communicative language or, if present, language lacks communicative intent600.20.c. Characteristics involve both deviance and delay600.20.d. Deficits in the capacity to use language for social communication, both receptive and expressive
The evaluation report documents a deficit in the child’s capacity to relate appropriately to people, events orobjects through one (1) or more of the following ways:
30.a. Evidence of abnormalities in relating to people, events, or objects600.30.b.
Deficits in capacity to form relationships with people600.30.c. Use of objects in an age-appropriate or functional manner are absent, arrested, or delayed600.30.d.
Seeks consistency in environmental events to the point of exhibiting rigidity in routines
Adverse effect on educationalperformance:
600.40.a. The evaluation report documents all areas in which the child’s autism adversely affects her/hiseducational performance.
600.40.b. The documentation includes a description of the educational concerns.
Autism is not a result of otherfactors
The evaluation report documents the results of the evaluation and the team’s conclusion that thechild’s autism is not the result of an emotional disability.
The evaluation report documents deficits in the child’s developmental rates and sequences through one (1) ormore of the following:
60.a. Delays, arrests or regressions in physical, social or learning skills600.
60.b. Areas of precocious development with other skill areas at normal or extremely depressed rates600.60.
c. Skill acquisition does not follow normal developmental patterns
The evaluation report documents deficits in the child’s responses to sensory stimuli through one (1) or more ofthe following:
Behavior ranges from hyperactive to unresponsive to people and objects and can alternate betweenthese states over periods ranging from hours to months600.70.b. Disturbances in auditory, visual, olfactory, gustatory, tactile and kinesthetic responses600.70.c.
Responds to stimulation inappropriately and in repetitive or nonmeaningful ways