ASD Screening Guidance

Who to Contact

• Birth-PreK Aged: ECSE Coordinators

• K-12: Due Process Specialist

When to screen:

A screener may be appropriate when there are concerns shared from a medical professional that a student is demonstrating characteristics of Autism Spectrum Disorder (ASD). A medical diagnosis of ASD differs from an educational one. The educational team needs to determine if characteristics of autism are impacting the student’s education, or if the concerns shared are indicative of autism or another area of need. The purpose of a screener is to determine the setting(s), frequency,intensity, and types of behavior(s) of concern in order to provide support (or lack thereof) for recommending a comprehensive evaluation for autism. An autism screening during Early Childhood may be helpful for when a parent expresses significant concerns related to development and the possibility of autism or when transition from a more general Developmental Delay (DD) identification to autism identification may seem more appropriate.

Procedure: 

• Team decides whether testing or screening is most appropriate, contingent on parent concerns/situation 

• If the district proposes a screening, request permission to screen by writing a PWN.  Parent permission is required.

• Administer the screening tool. Only a professional highly trained in autism should administer the screening.

• Make a determination whether further testing is warranted, such as administering the ADOS or another ASD tool.  A comprehensive evaluation is required in order for a student to be eligible for educational autism spectrum disorder.

The screening could be part of a comprehensive evaluation. The district would write a PWN to administer the screening and then follow it with the evaluation  PWN if additional testing is needed. 

• Write a PWN to explain/propose the plan. If the district does not determine a comprehensive evaluation is warranted following the screening, the PWN will propose that additional testing is not recommended and the district will not proceed with a comprehensive evaluation in the area of autism. If there are concerns, but not with autism, the proposal may be written with the Notice of Evaluation PWN to also include the proposed evaluation due to concerns demonstrated in (XXX) area(s). 

Dual Language Learners/ELL Students:

• Birth- preschool aged: connect with ECSE Coordinator

• K-12: connect with Due Process Specialist

When screening or evaluating a multilingual student, if an interpreter is used and/or the instrument is not normed for this population, we cannot report scores.  Use the information gathered from the screening and testing to determine next steps.

Checklist for Autism Spectrum Disorder (CASD): Ages 1-17

CASD scoring:

CASD total clinician scores of 15 or higher are in the autism range, and scores of 11–14 are in borderline range (referred to as pervasive developmental disorder – not otherwise specified before the DSM-5).

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

M-CHAT Scoring:

• Total Score 0-2: The score is LOW risk. No Follow-Up needed. Child has screened negative. Rescreen at 24 months if the child is younger than 2 years old (or after 3 months has elapsed), and refer as needed if developmental surveillance or other tools suggest risk for ASD.

• Total Score 3-7 : The score is MODERATE risk. Administer the M-CHAT-R Follow-Up items that correspond to the at-risk responses. Only those items which were scored at risk need to be completed. If 2 or more items continue to be at-risk, refer the child immediately for (a) early intervention and (b) diagnostic evaluation.

Total Score: 8-20 : The score is HIGH risk. It is not necessary to complete the M-CHAT-R Follow-Up at this time. Bypass Follow-Up, and refer immediately for (a) early intervention and (b) diagnostic evaluation.