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Article
An Analysis of State Autism Educational Assessment Practices and Requirements
RSEM Faculty Publications
  • Erin E. Barton
  • Bryn Harris, School of Education and Human Development at the University of Colorado Denver
  • Nancy L. Leech, School of Education and Human Development at the University of Colorado Denver
  • Lillian Stiff
  • Gounah Choi
  • Tiffany Joel
Document Type
Article
Publication Date
1-1-2015
Abstract
States differ in the procedures and criteria used to identify ASD. These differences are likely to impact the prevalence and age of identification for children with ASD. The purpose of the current study was to examine the specific state variations in ASD identification and eligibility criteria requirements. We examined variations by state in autism assessment practices and the proportion of children eligible for special education services under the autism category. Overall, our findings suggest that ASD identification practices vary across states, but most states use federal guidelines, at least in part, to set their requirements. Implications and recommendations for policy and practice are discussed.
Citation Information
Erin E. Barton, Bryn Harris, Nancy L. Leech, Lillian Stiff, et al.. "An Analysis of State Autism Educational Assessment Practices and Requirements" (2015)
Available at: http://works.bepress.com/nancy-leech/16/