Journal of Autism and Developmental Disorders

, Volume 46, Issue 3, pp 737–748 | Cite as

An Analysis of State Autism Educational Assessment Practices and Requirements

  • Erin E. Barton
  • Bryn Harris
  • Nancy Leech
  • Lillian Stiff
  • Gounah Choi
  • Tiffany Joel
Original Paper

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.

Keywords

Educational assessment Diagnostic practices Educational policy 

Supplementary material

10803_2015_2589_MOESM1_ESM.docx (15 kb)
Supplementary material 1 (DOCX 14 kb)

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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  • Erin E. Barton
    • 1
  • Bryn Harris
    • 2
  • Nancy Leech
    • 2
  • Lillian Stiff
    • 1
  • Gounah Choi
    • 1
  • Tiffany Joel
    • 2
  1. 1.Vanderbilt UniversityNashvilleUSA
  2. 2.University of Colorado DenverDenverUSA

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