Centralized Evaluation Team
Process
for Determining Whether a Student
Meets the Eligibility Criteria of Autism
Spectrum Disorder
Number of Michigan Students with ASD
*Based on 2012 MDE, OSE Eligibility Count
18000
16,591
16000
Number of students
14000
12000
10000
8000
6000
4000
1,208
2000
0
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Number of Michigan Students with ASD by Age
* Based on 2012 MDE, OSE Eligibility Count
1600
1400
1354
1279
1241 1231
1200
1171
1134
1117
1065
1038
955
1000
900
818
800
630
553
600
395
400
339
280
236
200
4
189 193
153
124 128
51
13
0
1
2
3
4
5
6
7
8
9
10
11
12
13
Age
14
15
16
17
18
19
20
21
22
23
24
25
26
Centralized Evaluation Team
(C.E.T.) Agenda
•
•
•
•
•
History of the Centralized Evaluation Process
C.E.T. Process
Observation Forms
C.E.T. Report
Michigan Definition
Team
History of Centralized Evaluation
Process
• Late 80’s & Early 90’s increase in Referrals
(A bump)
• Medical Community Started to Evaluate
• Educational Eligibility Lead to Center Programs
• Intermediate School District Dilemma
History Cont’d
• Real Explosion of Autism hit in 97, 98
• C.E.T. Process Replicated in Oakland districts
• C.E.T. Team Independent of the Referring Team
• Primary and Only Responsibility of the C.E.T. is
to find whether the student meets eligibility
criteria of ASD.
Evaluation Challenges
• Old M.E.T. Form
• Reliance on standards scores
• Rating Scales?
• History Success – Generational Challenge
Determining Eligibility
• Start with the child not the characteristics
• Integrate quantitative and qualitative
information
• Within qualitative assessment discover
whether student has Autism Spectrum
Disorder
The Centralized Evaluation Team
A Multidisciplinary Team
• Team members include: school psychologist,
school social worker and a provider of speech
and language
• Various Disabilities
• Others team members
C.E.T. Roles
• School Social Worker –
Consent for Evaluation, Home Visit, Observations
• Provider of Speech and Language –
Home Visit, Assessments, Observations
• School Psychologist –
Home Visit, Observations and a Variety of Tasks
Evolution of the CET Process
Last 15 Years
• Three Separate Evaluations to One
• Allows for Collective Opinion
• Provides Documentation of Eligibility Status
– (Yes/No)
The Centralized Evaluation
Process
–
Form to Focus:
Assessment Activities
– Open to Discover the child
within the process.
Initial Referral
• Special Education Building Team
(Referring Team)
• Pertinent information must be provided
by the Special Education Referring
Team
ANY COMMUNITY SCHOOLS
Request for Centralized Evaluation Team
Student’s Name: ________________________
Birth Date:
_______________________
Date of Referral:
_______________________
A Copy of the Initial
Referral Form
Person Requesting C.E.T. evaluation: ____________________________________
Reason for referral: _____________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Previous Evaluation Information: ________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Student’s current placement: ______________________________________
Contact person within current placement: ___________________________
Contact person’s Phone: __________
Staff Assigned to C.E.T.
SSW _______________________
Psych_______________________
TSLI _______________________
Considerations of C.E.T. Team
• At minimum one experienced support staff
on each C.E.T.
• Strength areas are recognized
• Developmental considerations
• Team combinations
Student Support Services
Letter and
Packet
to Support
Staff assigned
to the C.E.T.
Memo
To: Student Support Services Staff
From: Support Staff Administration
Date: 11/16
Re: C.E.T. Evaluation
____________________________________________________
You have been selected to serve on a Centralized Evaluation
Team for a student referred for suspicion of Autism Spectrum
Disorder. On the attached form, you will find previous
evaluation information, referring team contact person, telephone
number and e-mail.
Also listed on the form are other staff members serving on the
team. Please select a chairperson for your team and give the
name to me. Please coordinate your efforts with your team
members and the referring team.
If you have questions after you have met your team, please call
student support services.
Thank you
Matrix of Psychologist, Social Workers and Providers of Speech and Language
Internal Centralized Evaluation Team Assignments
Staff
Student
Date
Student
Date
Colin
Connor
Abbey
Justin
Michael
9/3
9/12
9/16
9/11
9/19
Matthew
Zachary
Drew
Courtney
Emily
10/1
11/16
11/19
12/1
12/7
Zachary
Michael
Matthew
Connor
Justin
Colin
Abbey
11/16
9/19
10/1
9/12
9/11
9/3
9/16
Drew
Courtney
Emily
11/19
12/1
12/7
Matthew
Drew
Justin
Michael
Zachary
Connor
Abbey
Emily
10/1
11/19
9/11
9/19
11/16
9/12
9/16
12/7
Colin
9/3
Courtney
12/1
Psychologists
Allard, Mark
Brooke, Mindy
Smith, Robert
Wood, Sally
Vassa, Keith
Social Workers
Dorin, Dave
Elgert, Lynn
Face, Mark
Kane, Amy
Leiter, Melissa
Matthews, Ty
New, Jason
Speech
Abbot, Dave
Groves, Mike
Maine, Lisa
Martin, Kelly
Newbeck, Tim
Olander, Kim
Waters, Kathy
Wyjack, Don
Student
Date
C.E.T. Steps and Sequence
• Social Worker schedules home visit:
Psychologist and Provider of Speech & Language
participate.
• Obtain permission for evaluation at the home visit
• Complete social history and observations of child
in home setting
CLARKSTON COMMUNITY SCHOOLS
CONSENT FOR MULTIDISCIPLINARY EVALUATION
Clarkston Community Schools – Student Support Services
Date CONSENT is requested:
Date CONSENT is received by Student Support Services:
Consent
for
Evaluation
Name:
Street Address:
City:
Home Phone:
School:
Parent(s)
Birth Date:
Zip Code:
Work Phone:
Teacher:
Grade:
Your child has been referred for diagnostic evaluation. This evaluation will be for educational
purposes. The information gained will be used to determine if he/she is eligible for special
education and, if so, to plan appropriate programs and services. Parents and school
personnel are involved in the evaluation process. R340.1721(1)(a).
EVALUATION TEAM (the evaluation may be conducted by the following qualified personnel) R340.1721a(3):
Psychologist
Teacher Consultant
School Social Worker
Speech/Language Teacher
General Education Teacher
Other
Descriptions of evaluation services and types of tests that may be used are listed on the back of this
form. Staff services or information regarding the tests will be explained in more detail at your request.
If it is necessary, tests and other evaluation material shall be provided in the student’s native language,
which is English unless other noted here:
Your “Procedural Safeguards Available to Parents of Children with Disabilities”, a description of
the types of special education programs and services, and a list of organizations available to you are
attached.
As part of the MET process, you are encouraged to provide current information concerning your child.
I have received information regarding the evaluation procedures, tests, records, or reports the district
proposes to use. I understand the content of this notice. I have been informed of parental rights and
due process procedures, and have received a list of special education programs, services and
organizations available to me.
I consent to the personality testing.
I consent to the above evaluation for my child.
I refuse permission for the above evaluation for my child.
______________________________
Date
___________________________________________
Signature of Parent/Guardian
R340.1721c, R341.1723a
REED
Review
Existing
Evaluation
Data
C.E.T. Interview Steps with the
Referring Team
• Meet in a room with a dry erase or
chalkboard
• Assign a facilitator
• Write four MET Categories on board
• Meeting Dynamics
• Facilitator interpretation of autism
spectrum disorder characteristics
C.E.T. Documentation Form—Referring Team
Student’s Name:_______________________________ Date:__________
Observers Name:______________________________________________
Observation Location:__________________________________________
Social
Behavior
Communication
Sensory (may include)
C.E.T.
Documentation
Form—Referring
Team
Social1
C.E.T. Steps & Sequence
Observations
• Classroom Observations
• Unstructured Areas Observation – Recess
• Interaction with Other Students
• Observations of Others in Response to the
Student
• Transition Observations
C.E.T. Documentation Form—Student Observation
Student’s Name:_______________________________ Date:__________
Observers Name:______________________________________________
Observation Location:__________________________________________
Social
Behavior
Communication
Sensory (may include)
C.E.T. Documentation
Form—Student
Observation
C.E.T. Decision Making
• C.E.T. members share all relevant information
• Utilize all relevant checklist, characteristics,
materials to organize information complete
relevant rating scales
• Determine if additional information is needed
before completing MET
Decision Making Process
Utilize Meeting Mechanics to reveal all relevant
documentation related to ASD.
Incorporate Individual Perspectives of Relevant
Documentation obtained from all Sources
Centralized Evaluation Team Evaluation Form
Student’s Name:_______DREW__________________ Date:__________
CET: Pam, Kathy, Kelly

C.E.T.
Decision
Making








Social
home/parent report staff observation:
Brother / tolerates but on own terms
school recess / tolerates-proximitylone acts
integrated with peers at recess
unifix—peers approached
wiggles—by himself
compartmentalizes people and need
unifix cubes
no response to other students
verbally
greeting others?? Just naming??















Communication







Parent reports—request action
Single words “no”-respond to
demand
Limited verbal interaction
Physically directs others to
communicate
No response to other students
verbally
Echolalia—repeats last word
someone says
Mumbles songs / cartoons
Behavior
unifix—interacting with Mr.
Wiggles? – followed a routine
(unique to doll-scripted)
Plays out script when dressing up
(not imaginary)
Certain people for certain needs
Thomas the tank throughout the
house
Intrusive: all over the house
Noticed when change occurred with
location of items
Movies with plots / plays out plot
with figures—very elaborate
Uses unifix cubes
Wiggles not available / imaginative
play?
Recess interrupted –putting clothes
in order
Lined up food / stabbed food number
of times before taking a bite
Work tasks—required prompting
Completes highly preferred activities
Plays out plot from movies with
figures
Unifix cubes
Sensory


Clothes – orderly, summer (long
pants) winter (shorts)
Takes off clothes at home and wraps
self in blankets
C.E.T. Steps and Sequence
Continued
• Write C.E.T. report, share report with parents
• Contact referring team and share report prior to
MET Meeting
• Referring team schedules MET and I.E.P. at
Least One C.E.T. Member Must Be Present
MULTIDISCIPLINARY EVALUATION TEAM (MET) SUMMARY
Autism Spectrum Disorder
Clarkston Community Schools
Student Name
MET Report Date
Birthdate
Grade
School Building
Parent/Guardian
PURPOSE
Multidisciplinary
Evaluation
Team Form - ASD
This form will be used by the Multidisciplinary Evaluation Team (MET) to recommend: (Choose one)
Initial eligibility for special education. (Behind this page attach a copy of all referenced documents.)
Redetermination of eligibility for special education. (Behind this page attach a copy of all referenced documents.)
EVALUATION FINDINGS AND DOCUMENTATION
The following information and documentation is required to determine eligibility for special education as a student with autism:
Required Information
Name and Date of Attached Report/Document
Date Report Given to Parents
Ability/achievement level
Communication functioning
Relevant behavior observations
Educationally relevant medical information (if none, write “None”)
Information from parents, including developmental history
Parent Input with Written Documentation attached
Parent Input without Written Documentation attached:
Person acquiring information:
Date:
Date:
DIAGNOSTIC ASSURANCE STATEMENTS
The Multidisciplinary Evaluation Team must consider the following assurance statements before making a recommendation regarding this student’s eligibility:
Yes No
1. There is evidence of a lifelong developmental disability that adversely affects a student’s educational performance in one or more of the
following performance areas:
Yes No
a. Academic
b. Behavioral
c. Social
3. The suspected disability is characterized by qualitative impairments in reciprocal social interactions, qualitative impairments in
communication, and restricted range of interests/repetitive behavior and shall include ALL of the following:
a. Qualitative impairments in reciprocal social interactions including at least 2 of the following areas:
Yes No
(i) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body
postures, and gestures to regulate social interaction.
(ii) Failure to develop peer relationships appropriate to developmental level.
(iii)Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for
example, by a lack of showing, bringing, or pointing out objects of interest.
(iv)Marked impairment in the areas of social or emotional reciprocity.
b. Qualitative impairments in communication including at least 1 of the following:
(i) Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate through
alternative modes of communication such as gesture or mime.
(ii) Marked impairment in pragmatics or in the ability to initiate, sustain, or engage in reciprocal conversation with others.
(iii)Stereotyped and repetitive use of language or idiosyncratic language.
(iv)Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.
Organization of C.E.T. Report
• Write Report from the ASD M.E.T. Form
• Details are important – Define characteristics
that either support the eligibility of autism or do
not support the eligibility of ASD
• Consistency of MET Form Answers either For or
Against the Eligibility of ASD
CET Report
• CET Report - NO.doc
Emotional Impairment Eligibility
• EI Eligibility
BROWNSBURG COMMUNITY SCHOOLS
C.E.T.
Report
CENTRALIZED EVALUATION TEAM REPORT
Name:
D.O.B.:
Joe Smith
8-27-93
Grade:
6th
Current Placement: SSS-Basic classroom
Age: 11
Date of Report: 5-24-05
Centralized Evaluation Team Members:
Dave , Ed.S., School Psychologist
Jane , M.A., Speech Pathologist
Kim M.S.W.,C.S.W. School Social Worker
Reason for Referral:
Joe was referred by the SSS team due to struggles with social interactions. He has a current diagnosis of
ADHD.
Methods of Assessment:
Observation:
Joe was observed by the Centralized Evaluation Team in a variety of settings including school and home on
multiple occasions.
School Record Review:
Teacher Interview:
In general teachers reported concerns with Joe’s ability to appropriately interact with his peers. Joe often
sleeps or reads in class, avoiding classwork. Additionally, they stated difficulty with group work as he has
difficulty seeing another’s point of view.
Parent Interview:
See social history below
Childhood Autism Rating Scale (CARS):
Mom completed the ASDS rating scale. Scores were elevated on the social, maladaptive and cognitive
subscales.
Definition of Autism Spectrum Disorder:
According to the Autism Society of America, autism is a complex developmental disability that typically
appears during the first three years of life. The result of a neurological disorder that affects the function of
the brain, autism impacts normal development of the brain in the areas of social interaction and
communication skills. Children and adults with autism typically have difficulty in verbal and non-verbal
communication, social interaction and leisure and play activities.
Throughout the body of this report we have assessed behaviors and reviewed information as they relate to
autism spectrum disorder.
Background and Social History:
C.E.T.
Report
Con’t
Mom reported having gestational diabetes during her pregnancy. Joe was born following
a C-Section delivery due to stress on Joe. Labor was induced on the due date and the
delivery occurred three days later. Once Joe was delivered, weighing 8.5 lbs. he was
reportedly healthy. Joe is an only child. Mom recalls that Joe met all developmental
milestones within average timeframes. She remembers that his vocabulary was always
above the norm. It was at age four when the first problems were noticed. Joe had some
challenges at daycare. He would get up and walk around the room during story time. He
reportedly did not do well with chaos and would go off and sit by himself. In first grade
he was diagnosed with ADHD. He was also administered an IQ test. Mom stated he
tested close to the genius level. He began taking medication at this age. Around age
seven or eight, Joe was taken to therapy due to some “melancholy”. Mom reports the
therapist said nothing was wrong. At that time Zoloft was prescribed for him. At one
time, Strattera was tried as an Adderall replacement due to Joe’s loss of appetite. Joe
only remained on the Strattera for 4 days due to aggressiveness. He continues to eat very
little. In the summer, he is taken off meds to give him time to gain some weight. In
fourth grade, he became sensitive to loud sounds and a lot of chaos. He would hit other
children when they got into his space. Mom states that now he is a little to passive and
will run away if confronted. When they go to the car race track, however, the noise
continues to bother him and he wears ear plugs. In general, mom states he is very tuned
in to all noises going on around him. Mom states that Joe has a tendency to be abrupt and
rude. He will correct people, not realizing it may hurt their feelings. Mom reports he
cannot differentiate between humor and disrespect. He can also be sarcastic with adults
and does not realize he should not be doing that. Mom says he has difficulty with
transitions. He does not like having to go from one teacher to the next. He also had
difficulty this year with the locker. Joe likes predictability. Mom gives warnings 30
minutes prior to give him time to adjust. He has difficulty leaving if he is in the midst of
something like a TV show. Joe is reportedly very trusting and has difficulty
comprehending the danger of strangers. Mom states he is in his own world some times.
He does not like to wear jeans. Mom states he has no fashion sense and usually wears
sweats. Mom reports Joe has an obsession with books, video games and his bunny. He
loves science fiction and fantasy books. He reads in class when he should be working.
He can be reading multiple books at a time. He reread Harry Potter books 1-4 when
number five came out. Joe stated he would be rereading books one through five when
book six comes out. Joe would rather be reading than be outside. Mom states she has to
force him to go out and play with friends. His one friend in the neighborhood is TJ, an
eight year old boy. He does not call TJ but will go out and play when TJ calls with
prompting from mom. He tends to choose younger children with which to play. Mom
says he is shy. He loves to play with his action figures. He sets them up and goes
through scenarios with them. Although the action figures do not talk to each other, there
are a lot of sound effects. He will also let mom know if she has moved one of his figures.
Joe reportedly interacts with his cousins. They engage in role play games. Mom says
Joe has a great imagination and is not locked into one role when he plays but notes that
he does have difficulty understanding social norms and cues. Mom states he does have
set routines. He has particular morning and bedtime routines he follows. Mom says
with negotiation they can part from the regular routine. He does not like doing things
that are out of his comfort zone. He will resist initially but is reportedly okay by the time
they are to where they are going. He will ask periodically “are we done”. When Joe
becomes upset, he takes a while to get over it. Mom waits before trying to talk to him
about it. Generally when upset he cries. Parents have put Joe in a number of social
Review of Educational Criteria for Autism Spectrum Disorder according to Rule #
340.1715:
Yes No
X
C.E.T.
Report
Con’td
Yes No
X
1. There is evidence of a lifelong developmental disability, related to autism spectrum disorder
that adversely affects a student’s educational performance in one or more of the following
performance areas: (If yes, please specify.)
Yes No
X
a. Academic
X
b. Behavioral
X
c. Social
2. The suspected disability is characterized by qualitative impairments in reciprocal social
interactions, qualitative impairments in communication, and restricted range of
interests/repetitive behavior related to autism spectrum disorder and shall include ALL of the
following:
Yes No
X
a. Qualitative impairments in reciprocal social interactions related to autism
spectrum disorder (if yes, must specify at least 2). Yes. Joe was not observed to
engage in any meaningful reciprocal social interactions. His interactions with peers
were characterized by questioning/challenging what they were doing and/or making
rude comments to them about a subject matter they were discussing. He was
seemingly unaware of social boundaries and would spread his belongings out
across many desks. He has difficulty reading social cues. He did not seem to hear
when others were getting frustrated with him. He could not figure out what was
going on based upon what others were doing. He has an odd posturing, kind of
curling himself into a ball in his seat, not noticing others around him. At one time
he was observed to have his retainer out of his mouth scraping food particles off of
it with his finger. He was often observed with his head on the desk, sleeping at
times. He would talk out at random unaware that he was interrupting the class. He
struggled during small group work. At one point he had flopped his belongings on
the desk causing the student’s work next to him to go flying off of her desk. When
confronted he suggested that she would not have lost it had she placed it in her
folder. When classes are changing and waiting to start most children were observed
to be socializing. Joe sat at his desk, reading or with his head down.
X
b. Qualitative impairments in communication related to autism spectrum disorder
(if yes, must specify at least 1). Expressively, Joe speaks rapidly, impulsively
questions others for additional information, and often blurts out irrelevant remarks.
Joe demonstrates pedantic speech, presenting himself in a formal manner
Receptively, Joe often processes class information literally; therefore he oftentimes
lacks the understanding to complete his tasks independently and completely.
Pragmatically, Joe exhibits difficulty initiating conversations with others. He
generally will ask a question or verbally (?)argue to include himself. He
demonstrates little interest in socializing with he peers beyond the question/answer
interaction. Joe appears to understand jokes/humor, yet he often delivers them at
inappropriate times. Joe does not appear to understand the rules governing social
behavior, has difficulty understanding the feelings of others, and displays a limited
interest in what others have to say.
11/26/2006
C.E.T
Report
Con’td
X
c. Restricted, repetitive, and stereotyped behaviors related to autism spectrum
disorder (if yes, must specify at least 1). Yes, Joe has an interest in reading that is all
encompassing and significantly impacts his ability to function in school. He carries alternative
reading books to every class and will read throughout class and in every part of his school
environment if allowed to do so. Any efforts to minimize this behavior by staff are met with
noncompliance, verbal reactions and anger. Although he does not impose the content of his readings
on the environment, the actual reading behavior itself represents a preoccupying and restricted pattern
of behavior. A related dimension of this behavior is the function that it serves in isolating Joe from
his peers (escape) and in allowing him to operate within his own routine as opposed to the routine of
school (control). Although, within the freedom of the home setting this behavior may not be
considered debilitating, it is evident and pervasive.
X
Yes No
X
d. Determination may include unusual or inconsistent response to sensory stimuli,
in combination with subdivisions (a), (b), and (c) above.
3. There is not a primary diagnosis of emotional impairment such as schizophrenia. Although autism
spectrum disorder may exist concurrently with other diagnoses or areas of disability, to be eligible under this rule,
emotional impairment shall not be a primary diagnosis.)
X
X
4. The suspected disability is not due to the lack of instruction in reading and math, nor to
limited English proficiency.
5. This student requires special education programs/services under the criteria of Autism
Spectrum Disorder.
We recommend to the IEPT that this student is eligible for special education programs/services under the
autism rule (R340.1715). X Yes
No
11/26/2006
ASD EVALUATION TEAM – RESULTS REVIEW MEETING TEMPLATE
SOCIAL: Qualitative impairments in reciprocal social interactions including at least 2 of the following 4 areas:
SOCIAL
1
Parent
Marked impairment in use of multiple nonverbal
behaviors to regulate social interactions 3/4
SOCIAL
2
Parent
Teacher
Teacher
Evaluation
Team
Evaluation
Team
Failure to develop peer relationships
appropriate to developmental level.
COMMUNICATION: Qualitative impairment including at least 1 of the following:
COMM
1
Parent
Delay or total lack of the development of
spoken language not accompanied by an
attempt to compensate such as gestures or
mime. 3/4
COMM
2
Parent
Teacher
Teacher
Evaluation
Team
Evaluation
Team
Marked impairment in pragmatics or in the
ability to initiate, sustain, or engage in
reciprocal conversations with others.
SENSORY: Determination may include unusual or inconsistent responses
Parent
Teacher
Evaluation
Team
RELEVANT BACKGROUND INFORMATION
The C.E.T. Member shares the
findings once again to the parents
and the school personnel
The IEPT Determines
Goals and Objectives and
then finally Placement
CET Video Available Online at:
www.gvsu.edu/autismcenter
#1 under RESOURCES / audio & video
#2 under INTENSIVE TRAINING / K-12 IT / Modules / CET
Michigan Definition of ASD
Continued
Age of Eligibility
Autism spectrum disorder is typically
manifested before 36 months of age. A child
who first manifests the characteristics after
age 3 may also meet criteria. Autism
spectrum disorder is characterized by
qualitative impairments in reciprocal social
interactions, qualitative impairments in
communication, and restricted range of
interests/repetitive behavior.
Michigan Definition Cont’d
Socialization
(a) Qualitative impairments in reciprocal social interactions including at
least 2 of the following areas:
(i) Marked impairment in the use of multiple nonverbal behaviors
such as eye-to-eye gaze, facial expression, body postures, and
gestures to regulate social interaction.
(ii) Failure to develop peer relationships appropriate to developmental
level.
(iii) Marked impairment in spontaneous seeking to share enjoyment,
interests, or achievements with other people, for example, by a
lack of showing, bringing, or pointing out objects of interest.
(iv) Marked impairment in the areas of social or emotional reciprocity.
Michigan Definition Cont’d Socialization
(i) Marked impairment in the use of
multiple nonverbal behaviors such
as eye-to-eye gaze, facial
expression, body postures, and
gestures to regulate social
interaction.
The function of non-verbal behaviors
(ii) Failure to develop peer relationships
appropriate to developmental level.
• Social Skill Deficit vs.
Reciprocal Incapacities Typical of ASD
• Theory of the Mind
• Sally Anne Experiment
(iii) Marked impairment in spontaneous seeking to
share enjoyment, interests, or achievements with other
people, for example, by a lack of showing, bringing, or
pointing out objects of interest.
• Joint Attention
• Video Tape – Human Development
• Pointing
• Sharing
• Showing
Developmental Trajectories
Experts on people
Normal
birth
ASD
Experts on things
(iv) Marked impairment in the areas of social or
emotional reciprocity.
• The Child Who Couldn’t Play
Michigan Definition Cont’d
Communication
(b) Qualitative impairments in communication including at
least 1 of the following:
(i) Delay in, or total lack of, the development of spoken
language not accompanied by an attempt to compensate
through alternative modes of communication such as
gesture or mime.
(ii) Marked impairment in pragmatics or in the ability to
initiate, sustain, or engage in reciprocal conversation with
others.
(iii) Stereotyped and repetitive use of language or
idiosyncratic language.
(iv) Lack of varied, spontaneous make-believe play or social
imitative play appropriate to developmental level.
(i) Delay in, or total lack of, the development
of spoken language not accompanied by
an attempt to compensate through
alternative modes of communication such
as gesture or mime.
• Quantitative/Qualitative - Balance
• Reciprocity
• Lorna Wing – Communication Problems
(ii) Marked impairment in pragmatics or in the
ability to initiate, sustain, or engage in
reciprocal conversation with others.
• Observations and Interactions
• XFL - Dan
(iii) Stereotyped and repetitive use of language
or idiosyncratic language.
• Communication is non-reciprocal…
stilted, literal and egocentric
• Walk Don’t Walk – Rain Man
• Y2K Compliant
• Airport – Rain Man
(iii) Stereotyped and repetitive use of language
or idiosyncratic language.
• Communication is non-reciprocal…
stilted, literal and egocentric
• Walk Don’t Walk – Rain Man
• Y2K Compliant
• Airport – Rain Man
(iv) Lack of varied, spontaneous make-believe
play or social imitative play appropriate to
developmental level.
• Compared to Developmental Level
• Extremely Stilted
• Embracing Play
Michigan Definition Cont’d
Restrictive, Repetitive & Stereotyped Behaviors
Restricted, repetitive, and stereotyped behaviors including
at least 1 of the following:
(i) Encompassing preoccupation with 1 or more stereotyped
and restricted patterns of interest that is abnormal either
in intensity or focus.
(ii) Apparently inflexible adherence to specific, nonfunctional
routines or rituals.
(iii) Stereotyped and repetitive motor mannerisms, for
example, hand or finger flapping or twisting, or complex
whole-body movements.
(iv) Persistent preoccupation with parts of objects.
(i) Encompassing preoccupation with 1 or
more stereotyped and restricted patterns of
interest that is abnormal either in intensity or
focus.
Chad, Mickey, and Derek
(ii) Apparently inflexible adherence to specific,
nonfunctional routines or rituals.
• Rain Man – Judge Wapner
• Jeremy – Must Pass 3 Red Cars to
Have a Good Day at School
• Jonathan – No Left Turns
(iii) Stereotyped and repetitive motor
mannerisms, for example, hand or finger
flapping or twisting, or complex whole-body
movements.
• Cautions – Prioritize Criteria
• Comprehensive Evidence of ASD
(iv) Persistent preoccupation with parts of
objects.
• Observations and Interactions Over
Time
• Dave – Air Conditioner Parts
Michigan Definition – Sensory
(3) Determination may include
unusual or inconsistent response to
sensory stimuli, in combination with
subdivisions (a), (b), and (c) of
subrule 2 of this rule.
Michigan Definition – Sensory
Not a primary area in the MI
definition
Sensory issues – Not Primary
Reason for Eligibility
• Sensory Issues should be addressed
through the 3 primary areas
• Not a defining characteristic – Appears
in too many other disability areas
Michigan Definition Cont’d
Other Considerations
(4) While autism spectrum disorder may exist concurrently
with other diagnoses or areas of disability, to be eligible
under this rule, there shall not be a primary diagnosis of
schizophrenia or emotional impairment.
(5) A determination of impairment shall be based upon a
comprehensive evaluation by a multidisciplinary
evaluation team including, at a minimum, a
psychologist or psychiatrist, an authorized provider of
speech and language under R 340.1745(d), a school
social worker.
Michigan’s Definition
Includes Eligibility for
Services for Students with
Asperger Syndrome
DEPARTMENT OF ED / STATE BOARD OF ED
SPECIAL EDUCATION PROGRAMS & SERVICES
Filed with the Sec. of State on 9-7-04, and took effect on
9/15/04.
R 340.1715 Autism spectrum disorder defined;
determination.
Rule 15. (1) Autism spectrum disorder is considered a
lifelong developmental disability that adversely affects a
student’s educational performance in 1 or more of the
following performance areas:
(a) Academic
(b) Behavioral
(c) Social
Socialization
(a) Qualitative impairments in reciprocal social
interactions including at least two of the
following areas:
(i) Marked impairment in the use of multiple nonverbal behaviors such
as eye-to-eye gaze, facial expression, body postures, and gestures
to regulate social interaction.
(ii). Failure to develop peer relationships appropriate to
developmental level
(iii) Marked impairment in spontaneous seeking to share
enjoyment, interests, or achievements with other people, for
example, by a lack of showing, bringing, or pointing out objects of
interest.
(iv) Marked impairment in the areas of social or emotional
reciprocity.
Communication
(b) Qualitative impairments in communication
including at least one of the following:
(i) Delay in, or total lack of, the development of spoken
language not accompanied by an attempt to
compensate through alternative modes of
communication such as gesture or mime.
(ii) Marked impairment in pragmatics or in the ability
to initiate, sustain, or engage in reciprocal
conversation with others.
(iii) Stereotyped and repetitive use of language or
idiosyncratic language.
(iv) Lack of varied, spontaneous make-believe play or
social imitative play appropriate to developmental level.
Restrictive, Repetitive & Stereotyped Behaviors
Restricted, repetitive, and stereotyped behaviors
including at least one of the following:
(i) Encompassing preoccupation with 1 or more
stereotyped and restricted patterns of interest
that is abnormal either in intensity or focus.
(ii) Apparently inflexible adherence to specific,
nonfunctional routines or rituals.
(iii) Stereotyped and repetitive motor mannerisms, for
example, hand or finger flapping or twisting, or
complex whole-body movements.
(iv) Persistent preoccupation with parts of objects.
Definition Cont’d – Other Areas
(3) Determination may include unusual or inconsistent
response to sensory stimuli, in combination with
subdivisions (a), (b), and (c) of subrule 2 of this rule.
(4) While autism spectrum disorder may exist
concurrently with other diagnoses or areas of
disability, to be eligible under this rule, there shall not
be a primary diagnosis of schizophrenia or emotional
impairment.
(5) A determination of impairment shall be based upon a
comprehensive evaluation by a multidisciplinary
evaluation team including, at a minimum, a psychologist
or psychiatrist, an authorized provider of speech and
language under R 340.1745(d), a school social worker.
Next Steps
• Components of CET
• Pro’s and Con’s of CET
• Implementation
Components of CET
Components of CET
Sole purpose for or against autism
Independent Team
One Report
Trans-disciplinary approach
Concise meeting time
4 Squares (Domains)
Not Standardized Score Based
Report Shared with the parents ahead of time
Qualitative
Sensory not assumed
Three person team
Objective – don’t know kids
All doing Observations in all settings
Home visits (all three go)
Showing deficit does not have to be academic
Report follows MET criteria
CET Components
• Components that can be immediately
implemented
• Components that can be implemented in a
reasonable amount of time but that need some
planning.
• Components that have major barriers for our
district / ISD.
ACTION PLAN
• WHO
• Will do WHAT
• By WHEN
• To implement components of CET
• Report Out
• Evaluations
Components of CET
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Sole purpose for or against autism
Independent Team
One Report
Trans-disciplinary approach
Concise meeting time
4 Squares (Domains)
Not Standardized Score Based
Report Shared with the parents ahead of time
Qualitative
Sensory not assumed
Three person team
Objective – don’t know kids
All doing Observations in all settings
Home visits (all three go)
Showing deficit does not have to be academic
Report follows MET criteria
CET Components
• PROS and CONS
• Do it tomorrow
• Need planning
• Concerning Components
ACTION PLAN
• WHO
• Will do WHAT
• By WHEN
• To implement WHAT components of CET