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Autism Spectrum Disorder: Oregon Administrative Rules

If a child is suspected of having an autism spectrum disorder, the following evaluation shall be conducted:

  • A developmental profile that describes the child’s historical and current characteristics that are associated with an autism spectrum disorder as described below
  • At least three observations of the child’s behavior one of which involves direct interactions with the child. The observations shall occur in multiple environments, on at least two different days, and be completed by one or more licensed professionals knowledgeable about the behavioral characteristics of autism spectrum disorder.
  • An assessment of communication to address the communication characteristics of autism spectrum disorder which includes but is not limited to measures of language semantics and pragmatics completed by a speech and language pathologist licensed by a State Board of Examiners in Speech Pathology and Audiology or the Teacher Standards and Practices Commission;
  • A medical statement or a health assessment statement indicating whether there are any physical factors that may be affecting the child’s educational performance;
  • An assessment using an appropriate behavior rating tool or an alternative assessment instrument that identifies characteristics associated with an autism spectrum disorder.
  • Assessments to determine the impact of the suspected disability:
    • On the child’s educational performance for a school-age child; or
    • On the child’s developmental progress for a preschool child; and
  • Additional evaluations or assessments that are necessary to identify the child’s educational needs.

For a child suspected of having an autism spectrum disorder, the child shall meet all of the following minimum criteria:

  • The team shall have documented evidence that the child demonstrates all of the behaviors below. Each of these behaviors shall be:
    • Characteristic of an autism spectrum disorder;
    • Inconsistent or discrepant with the child’s development in other areas; and
    • Documented over time and/or intensity.
  • The child shall exhibit the following:
    • Impairments in communication;
    • Impairments in social interaction;
    • Patterns of behavior, interests, and/or activities that are restricted, repetitive, or stereotypic; and
    • Unusual responses to sensory experiences.

For a child to be eligible for special education or EI/ECSE services as a child with an autism spectrum disorder, the child’s team shall determine that:

  • The child’s disability has an adverse impact:
    • On the child’s educational performance for a school-age child; or
    • On the child’s developmental progress for a preschool child; and
  • The child needs special education services or, for a preschool child, EI/ECSE services, as a result of the disability.

A child may not be eligible for special education services on the basis of an autism spectrum disorder if the child’s primary disability is an emotional disturbance. However, a child with autism spectrum disorder as a primary disability may also have an emotional disturbance as a secondary disability.

Refer a Child for an Evaluation

Cascade Regional Services are accessed through the local early intervention unit or educational agency where the child attends school.

How to refer a child

Cascade Regional Program – Contact

Program Administrator:
Cindy Madden
541.812.2770
Email

Admin. Assistant:
Lisa Schoen
541.812.2771
Email