Madison Metropolitan School District
Autism
The results of standardized or norm-referenced instruments used to evaluate and identify a child under this paragraph may not be reliable or valid. Therefore, alternative means of evaluation, such as facilitated communication techniques, criterion-referenced assessments, achievement assessments, observations, and work samples, shall be used to identify a child under this paragraph. A child identified under this paragraph shall meet the criteria under subparagraphs A and B and one or more criteria under subparagraphs C through F.
The child displays difficulties or differences or both in interacting with people and events. The child may be unable to establish and maintain reciprocal relationships with people. The child may seek consistency in environmental events to the point of exhibiting rigidity in routines.
The child displays problems which extend beyond speech and language to other aspects of social communication, both receptively and expressively. The child's verbal language may be absent or, if present, lacks the usual communicative form which may involve deviance or delay or both. The child may have a speech or language disorder or both in addition to communication difficulties associated with autism.
The child exhibits delays, arrests, or regressions in motor, sensory, social or learning skills. The child may exhibit precocious or advanced skills development, while other skills may develop at normal or extremely depressed rates. The child may not follow developmental patterns in the acquisition of skills.
The child exhibits abnormalities in the thinking process and in generalizing. The child exhibits strengths in concrete thinking while difficulties are demonstrated in abstract thinking, awareness and judgment. Perseverant thinking and impaired ability to process symbolic information may be present.
The child exhibits unusual, inconsistent, repetitive or unconventional responses to sounds, sights, smells, tastes, touch or movement. The may have a visual or hearing impairment or both in addition to sensory processing difficulties associated with autism.
The child displays marked distress over changes, insistence on following routines, and a persistency preoccupation with or attachment to objects. The child's capacity to use objects in an age-appropriate or functional manner may be absent, arrested or delayed. The child may have difficulty displaying a range of interests or imaginative activities or both. The child may exhibit stereotyped body movements.
Updated July 3, 2006
Editor & Publisher: Sue Volz Nett
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