Autism Spectrum Disorder is the umbrella term recognised by DET if a diagnosis is provided by a registered paediatrician, psychiatrist or neurologist specifying the Diagnostic and Statistical Manual of Mental Disorders, fourth edition, Text Revision (DSM-IV-TR, 2000) Pervasive Developmental Disorder classification of Autistic Disorder, Rett's Disorder, Childhood Disintegrative Disorder, Asperger's Disorder or Pervasive Developmental Disorder Not Otherwise Specified.
Pervasive Developmental Disorders are characterised by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behaviour, interests and activities.
The qualitative impairments that describe these conditions vary significantly compared to the individual's developmental level or mental age.
The Department recognises the international definitions and diagnostic criteria for the conditions included under Pervasive Developmental Disorders as the basis for a clinician reporting a diagnosis of:
Autistic Disorder (DSM-IV-TR, 2000, p. 70)
A. 'A total of six (or more) items from (1), (2) and (3) with at least two from (1), and one each from (2) and (3):
a. marked impairment in the use of multiple nonverbal behaviours such as eye-to-eye gaze, facial expression, body postures and gestures to regulate social interaction
b. failure to develop peer relationships appropriate to developmental level
c. a lack of spontaneous seeking to share enjoyment, interests or achievements with other people (e.g. by a lack of showing, bringing or pointing out objects of interest)
d. lack of social or emotional reciprocity.
2. Qualitative impairments in communication as manifested by at least one of the following:
a. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
b. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
c. stereotyped and repetitive use of language or idiosyncratic language
d. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.
3. Restricted repetitive and stereotyped patterns of behaviour, interests and activities, as manifested by at least one of the following:
a. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
b. apparently inflexible adherence to specific, non-functional routines or rituals
c. stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-of-body movements)
d. persistent preoccupation with parts of objects.
B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.
C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.'
Rett's Disorder (DSM-IV-TR, 2000, p. 76)
A. 'All of the following:
B. Onset of all of the following after the period of normal development:
Childhood Disintegrative Disorder (DSM-IV-TR, 2000, p. 77)
A. 'Apparently normal development for at least the first two years after birth as manifested by the presence of age-appropriate verbal and nonverbal communication, social relationships, play and adaptive behaviour.
B. Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:
C. Abnormalities of functioning in at least two of the following areas:
D. The disturbance is not better accounted for by another specific Pervasive Developmental Disorder or by Schizophrenia.'
Asperger's Disorder (DSM-IV-TR, 2000, p. 80)
'Qualitative impairment in social interaction, as manifested by at least two of the following:
A. Qualitative impairment in social interaction, as manifested by at least two of the following:
B. Restricted repetitive and stereotyped patterns of behaviour, interests and activities, as manifested by at least one of the following:
The disturbance causes clinically significant impairment in social, occupational or other important areas of functioning.
Pervasive Development Disorder Not Otherwise Specified including Atypical
Autism (DSM-IV-TR, 2000, p. 84)
'This category should be used when there is a severe and pervasive impairment in the development of reciprocal social interaction or verbal and nonverbal communication skills, or when stereotyped behaviour, interests and activities are present, but the criteria are not met for a specific Pervasive Developmental Disorder, Schizotypal Personality Disorder or Avoidant Personality Disorder. For example, this category includes 'atypical autism' presentations that do not meet the criteria for Autistic Disorder because of late age of onset, atypical symptomatology, or sub-threshold symptomatology, or all of these.'
Verification for the EAP disability category of Autism Spectrum Disorder is based on two criteria.
Criterion 1: There is a medical diagnosis of a Pervasive Developmental Disorder.
Criterion 2: The identified Pervasive Developmental Disorder results in activity limitations and participation restrictions for the student at school requiring significant education adjustments.
Criterion 1: There is a medical diagnosis of a Pervasive Developmental Disorder (PDD).
The Department recognises a diagnosis that:
This diagnosis must be documented on the EAP Verification Specialists Form — ASD (EAP 3). This form has a review option for specialists to specify if a review of the diagnosis is required.
Criterion 2:The identified Pervasive Developmental Disorder results in activity limitations and participation restrictions for the student at school requiring significant education adjustments.
Evidence includes:
Information on activity limitations and participation restrictions can be provided by the student's class teacher in consultation with the school team.
Evidence to confirm the diagnosis and the resulting educational impact for a verification in the EAP disability category of Autism Spectrum Disorder must be reported on the EAP Verification Form - ASD (EAP 3). Supporting documentation may be submitted to assist the verification process.
At the time of verification the statewide verifier will determine:
This decision will be guided by the following factors:
All verification review dates will be recorded on AIMS by the statewide verifier. Where a medical specialist has specified a review date for the diagnosis, this will be recorded on AIMS as the review date for Criterion 1.
For a review of verification, the school follows the same steps as for an initial verification. It is important for schools to check whether both Criterion 1 and Criterion 2 need to be reviewed or only Criterion 2.
In some instances, a student may no longer meet the criteria for the EAP disability category of Autism Spectrum Disorder. To remove a student from the disability category, evidence that the student no longer meets criteria must be collected and recorded using the EAP Verification Form — ASD (EAP 3).
Evidence required for removal due to not meeting criteria:
and/or
Use EAP Verification Form - ASD (EAP 3) - available on the EAP website.
Prompts for ASD Criterion 2 Form have been developed to assist with the completion of the Criterion 2 section. The prompts are a guide and school teams need to only report on those prompts relevant for that student.
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