Evaluation procedures for autism criteria
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 environments
600.10.c. An in-depth social history
NOTE: The in-depth social history may include a developmental history, significant life events, and/or reports
from parents, physicians and teachers.
The evaluation report documents disturbances of speech, language-cognitive development, and nonverbal
communication in one (1) or more of the following:
600.20.a. Abnormalities that extend beyond speech to many aspects of the communication process
600.20.b. Absence of communicative language or, if present, language lacks communicative intent
600.20.c. Characteristics involve both deviance and delay
600.20.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 or
objects through one (1) or more of the following ways:
600.30.a. Evidence of abnormalities in relating to people, events, or objects
600.30.b. Deficits in capacity to form relationships with people
600.30.c. Use of objects in an age-appropriate or functional manner are absent, arrested, or delayed
600.30.d. Seeks consistency in environmental events to the point of exhibiting rigidity in routines
Adverse effect on educational
600.40.a. The evaluation report documents all areas in which the child’s autism adversely affects her/his
educational performance.
600.40.b. The documentation includes a description of the educational concerns.
Autism is not a result of other
The evaluation report documents the results of the evaluation and the team’s conclusion that the
child’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) or
more of the following:
600.60.a. Delays, arrests or regressions in physical, social or learning skills
600.60.b. Areas of precocious development with other skill areas at normal or extremely depressed rates
600.60.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 of
the following:
600.70.a. Behavior ranges from hyperactive to unresponsive to people and objects and can alternate between
these states over periods ranging from hours to months
600.70.b. Disturbances in auditory, visual, olfactory, gustatory, tactile and kinesthetic responses
600.70.c. Responds to stimulation inappropriately and in repetitive or nonmeaningful ways
Required Indicators: ________________, _________________, AND _______________, ____________________, __________________, AND/IF APPROPRIATE _____________________, AND/OR ______________________.