Autism Supplement (Effective 11/11/07) under §891055 Content of IEP

[Guest guest]

Hi All:

F.Y.I.

I just received the ARC of Greater Houston's newsletter (by snail

mail) and it had an article on the new Autism Supplement that took

effect on 11/11/07. I don't think anyone has posted this yet. I

went to TEA website, found it and copied and pasted it to this e-

mail. Supplement appears to be included in §89.1055 Content of IEP,

however, it's not referred to as the Autism Supplement. Also

including the direct link,

http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?

sl=T & app=9 & p_dir=N & p_rloc=133144 & p_tloc= & p_ploc=1 & pg=3 & p_tac= & ti=19 & pt

=2 & ch=89 & rl=1055

Sincerely, Vivian

(e) For students eligible under §89.1040©(1) of this title

(relating to Eligibility Criteria), the strategies described in

paragraphs (1)-(11) of this subsection shall be considered, based on

peer-reviewed, research-based educational programming practices to

the extent practicable and, when needed, addressed in the IEP:

(1) extended educational programming (for example: extended day

and/or extended school year services that consider the duration of

programs/settings based on assessment of behavior, social skills,

communication, academics, and self-help skills);

(2) daily schedules reflecting minimal unstructured time and active

engagement in learning activities (for example: lunch, snack, and

recess periods that provide flexibility within routines; adapt to

individual skill levels; and assist with schedule changes, such as

changes involving substitute teachers and pep rallies);

(3) in-home and community-based training or viable alternatives

that assist the student with acquisition of social/behavioral skills

(for example: strategies that facilitate maintenance and

generalization of such skills from home to school, school to home,

home to community, and school to community);

(4) positive behavior support strategies based on relevant

information, for example:

(A) antecedent manipulation, replacement behaviors, reinforcement

strategies, and data-based decisions; and

( a Behavior Intervention Plan developed from a Functional

Behavioral Assessment that uses current data related to target

behaviors and addresses behavioral programming across home, school,

and community-based settings;

(5) beginning at any age, consistent with subsections (g) of this

section, futures planning for integrated living, work, community, and

educational environments that considers skills necessary to function

in current and post-secondary environments;

(6) parent/family training and support, provided by qualified

personnel with experience in Autism Spectrum Disorders (ASD), that,

for example:

(A) provides a family with skills necessary for a child to

succeed in the home/community setting;

( includes information regarding resources (for example: parent

support groups, workshops, videos, conferences, and materials

designed to increase parent knowledge of specific teaching/management

techniques related to the child's curriculum); and

© facilitates parental carryover of in-home training (for

example: strategies for behavior management and developing structured

home environments and/or communication training so that parents are

active participants in promoting the continuity of interventions

across all settings);

(7) suitable staff-to-student ratio appropriate to identified

activities and as needed to achieve social/behavioral progress based

on the child's developmental and learning level (acquisition,

fluency, maintenance, generalization) that encourages work towards

individual independence as determined by, for example:

(A) adaptive behavior evaluation results;

( behavioral accommodation needs across settings; and

© transitions within the school day;

(8) communication interventions, including language forms and

functions that enhance effective communication across settings (for

example: augmentative, incidental, and naturalistic teaching);

(9) social skills supports and strategies based on social skills

assessment/curriculum and provided across settings (for example:

trained peer facilitators (e.g., circle of friends), video modeling,

social stories, and role playing);

(10) professional educator/staff support (for example: training

provided to personnel who work with the student to assure the correct

implementation of techniques and strategies described in the IEP);

and

(11) teaching strategies based on peer reviewed, research-based

practices for students with ASD (for example: those associated with

discrete-trial training, visual supports, applied behavior analysis,

structured learning, augmentative communication, or social skills

training).

(f) If the ARD committee determines that services are not needed in

one or more of the areas specified in subsection (e)(1)-(11) of this

section, the IEP must include a statement to that effect and the

basis upon which the determination was made.

(g) For each student with a disability, beginning at age 16 (prior to

the date on which a student turns 16 years of age) or younger, if

determined appropriate by the ARD committee, the following issues

must be considered in the development of the IEP, and, if

appropriate, integrated into the IEP:

(1) appropriate student involvement in the student's transition to

life outside the public school system;

(2) if the student is younger than 18 years of age, appropriate

parental involvement in the student's transition;

(3) if the student is at least 18 years of age, appropriate

parental involvement in the student's transition, if the parent is

invited to participate by the student or the school district in which

the student is enrolled;

(4) any postsecondary education options;

(5) a functional vocational evaluation;

(6) employment goals and objectives;

(7) if the student is at least 18 years of age, the availability of

age-appropriate instructional environments;

(8) independent living goals and objectives; and

(9) appropriate circumstances for referring a student or the

student's parents to a governmental agency for services.

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Source Note: The provisions of this §89.1055 adopted to be effective

September 1, 1996, 21 TexReg 7240; amended to be effective March 6,

2001, 26 TexReg 1837; amended to be effective June 7, 2004, 29 TexReg

5608; amended to be effective November 11, 2007, 32 TexReg 8129