Next Steps

Table of Contents

Once you have determined a concern about child's development, the next step is to obtain an assessment. Your child's age will be one factor in determining where you go. Many parents first address their concerns to their child's pediatrician who will screen your child and can refer you for further assessment, if needed. You may also contact the regional center or school district in your area.

Where do I go to get my child age birth to three assessed for an autistic spectrum disorder?

If you have concerns about your child's development, your first step may be to discuss these concerns with a pediatrician. Your pediatrician should screen your child using the M-CHAT (Modified-CHecklist for Autism in Toddlers) screening tool for early detection of autism. Pediatricians and family doctors often use this questionnaire during a child's 18-month developmental check-up and when needed refer them for further assessment from a medical specialist, your local regional center or school district. You may also contact the regional center or school district in your area directly at any time.

For children under the age of three, assessment and/or services are provided by California Early Start. The Early Start program screens and evaluates children ages birth to 36 months who are at risk for developmental delay and provides most early intervention services at no cost. Teams consisting of the parent or guardian, regional center service coordinators, healthcare providers, early intervention specialists/teachers, therapists, and parent resource specialists will evaluate and assess an infant or toddler for developmental delays. No assessments will be performed without parent or guardian permission.

Within 45-days from the time you contact the regional center, the regional center shall:

(source: Department of Developmental Services website)

An important part of Early Start is the opportunity to receive parent-to-parent support, information and referral services from your local Early Start Family Resource Center (ESFRC). ESFRCs are staffed primarily by parents of children with special needs and can link you to other parents, local programs, and activities in your area. You may locate information about your local ESFRC at the Family Resource Centers Network of California web site.

Once a child has qualified for Early Start services a service coordinator will be assigned to help determine the appropriate services. These services may include an early intervention teacher, occupational, physical or speech therapy or other services as needed.

Where do I go to get my child age three to twenty-two assessed for an autistic spectrum disorder?

As with a child under the age of three, it is always a good idea to discuss any concerns about your child's development with his / her physician. In addition, you may also contact your local special education program (for example, the principal or special education program consultant) or the intake department of your local regional center and request an assessment. Outline your areas of concern about your child's suspected disability and request an evaluation. Follow up with a written, dated request in order to document timelines. Once the school district or regional center receives your written request for assessment, you must receive and assessment plan within 15 days.

Regional Center Eligibility: Children age 3 - 22 years are eligible for regional center services when it has been determined that they have a developmental disability (including autism, cerebral palsy, epilepsy and mental retardation) that originates before the age 18, continues, or can be expected to continue, into adulthood and constitutes a substantial disability in specific areas. Non-educational services and supports that the regional center will provide are detailed in your child's Individual Program Plan (IPP). The IPP is developed using a person centered planning process. Services and supports may be provided by generic (public) resources, community supports or service providers that are vendorized by the regional center.

Special Education Eligibility: The Individuals with Disabilities Education Act 2004 (IDEA 2004) defines child with a disability as

a child with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to in this chapter as “emotional disturbance”), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services.

The services that your child receives from the school will be guided by the Individualized Education Plan (IEP) which is developed by a multidisciplinary team that includes special education teachers, related service providers (for example, speech therapists, occupational therapists), district administrators and the child's parents. The IEP is reviewed and revised every year and remains in effect until the child no longer requires services. Services are provided at no cost to families.

It is important to know that due to different criteria a child could be eligible for services from their school and not from the regional center.

NICHCY's publication, The 10 Basic Steps in Special Education describes the steps in a child's evaluation for special education services.

Step 1. Child is identified as possibly needing special education and related services.

Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child’s teacher or other school professional to ask that their child be evaluated. This request may be verbal, but it's best to put it in writing.

Parental consent is needed before a child may be evaluated. Under the federal IDEA regulations, evaluation needs to be completed within 60 days after the parent gives consent.

Step 2. Child is evaluated.

Evaluation is an essential early step in the special education process for a child. It's intended to answer these questions:

By law, the initial evaluation of the child must be full and individual—which is to say, focused on that child and that child alone. The evaluation must assess the child in all areas related to the child’s suspected disability.

The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child.

If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.

Step 3. Eligibility is decided.

A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a child with a disability, as defined by IDEA. If the parents do not agree with the eligibility decision, they may ask for a hearing to challenge the decision.

Step 4. Child is found eligible for services.

If the child is found to be a child with a disability, as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.

Step 5. IEP meeting is scheduled.

The school system schedules and conducts the IEP meeting. School staff must:

Step 6. IEP meeting is held and the IEP is written.

The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are full participating members of the team. If the child's placement is decided by a different group, the parents must be part of that group as well.

Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the IEP is written and this consent is given.

If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.

Step 7. After the IEP is written, services are provided.

The school makes sure that the child's IEP is carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.

Step 8. Progress is measured and reported to parents.

The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.

Step 9. IEP is reviewed.

The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to participate in these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP, and agree or disagree with the placement.

If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation, or a due process hearing. They may also file a complaint with the state education agency.

Step 10. Child is reevaluated.

At least every three years the child must be reevaluated. This evaluation is often called a triennial. Its purpose is to find out if the child continues to be a child with a disability, as defined by IDEA, and what the child's educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation.

Screening Tools

Many developmental and behavioral screening tools are available to assess children of varying ages, but because of their broad use these tools often are unable to screen specifically for autism. An autism screening tool should be used whenever concerns are indicated after an assessment using a developmental and behavioral screening tool is completed. Any screening tool used to access your child should include parental input - NO ONE knows or understands your child as well as you.

Autism Screening Tools

Modified Checklist for Autism in Toddlers (M-CHAT) (for children 16-30 months)

Asperger Syndrome/High Functional Autism (HFA) Screening Tools: (4 years to adult)

For a more complete description of these screening tools visit the First Signs website

General Developmental and Behavioral Screening Tools

Parent Recommended Starter Kit

Resources

Web

California Department of Education

Department of Developmental Services (DDS)

Early Start Family Resource Centers

Family Empowerment Centers

Parent Training and Information Centers and Community Parent Resource Centers

Disability Rights California

Print/Multimedia (Books, Videos and DVDs)

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