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The document outlines core concepts of ASD, the educator responsibilities for educating students with ASD, and the learner characteristics that inform instruction. It details identification and evaluation procedures, multidisciplinary team roles, eligibility criteria and options, IEP development components, and parent participation. It also provides evidence-based practices, progress monitoring, behavioral supports, safety and crisis considerations, and placement decisions within the least restrictive environment, plus appendices with terminology and tools.",{"@graph":69,"@context":125},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/special-education-in-north-dakota-guidelines-for-serving-students-with-autism-spectrum-disorders-in-educational-settings/585404/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/special-education-in-north-dakota-guidelines-for-serving-students-with-autism-spectrum-disorders-in-educational-settings/585404.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117,121],{"name":108,"@type":109,"acceptedAnswer":110},"What does the document explain about Autism Spectrum Disorder (ASD)?","Question",{"text":111,"@type":112},"It defines what autism spectrum disorder is and describes characteristics of learners with ASD to support appropriate educational planning and instruction.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How are identification and evaluation decisions for students with ASD handled?",{"text":116,"@type":112},"It outlines identification processes for children ages 3–21, defines multidisciplinary team participation, and provides evaluation procedures and best practices for evaluating ASD.",{"name":118,"@type":109,"acceptedAnswer":119},"What guidance is given for IEP development and instructional programming for students with ASD?",{"text":120,"@type":112},"It covers IEP team composition and parent participation, special IEP considerations (including PLAAFP), special factors, measurable annual goals, specially designed instruction focus areas, and evidence-based practices.",{"name":122,"@type":109,"acceptedAnswer":123},"How does the guideline address behavioral supports and placement in the least restrictive environment?",{"text":124,"@type":112},"It explains behavioral supports including functional behavioral assessment and developing a behavior intervention plan (BIP), includes safety and crisis considerations, and provides steps for making least restrictive environment (LRE) placement decisions.","https://schema.org",{"og:url":83,"og:type":127,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":129,"canonical":83},"index,follow",{"doc_id":131,"site_id":62},585404,1792077872,{"code":4,"msg":5,"data":134},{"doc_id":131,"user_id":135,"nickname":92,"user_avatar":136,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":137,"file_id":138,"file_url":139,"file_type":140,"file_size":141,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":142,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","SPECIAL EDUCATION IN NORTH DAKOTA  \nNorth Dakota Department of Public Instruction Kristen Baesler, State Superintendent  \nOffice of Special Education  \n600 E. Boulevard Ave., Dept. 201  \nBismarck ND 58505-0440 701-328-2277 (voice)  \n701-328-4920 (TDD)  \n701-328-4149 (Fax)  \nGuidelines for Serving Students with Autism Spectrum Disorders in Educational Settings  \nUnited States Department of Education, Office of Special Education Programs (OSEP)  \nThe Department of Public Instruction appreciates the time and effort spent by the task force members in contributing to the development of this guidance document.  \nTASK FORCE MEMBERS  \nFacilitators: Lynn Dodge, Gerry Teevens and Bill Johnson  \nJennifer Stroh Shannon Grave Cathy Haarstad Connie Hovendick Karla Robb  \nKaren Hess Darren Dobrinski  \nJennifer Hefter  \nTamara Waters-Wheeler Kim Marman Trisha Page Wendy Graff Lea Kugel Carlotta McCleary Deborah Gietzen  \nSpecial Note  \n“Unless otherwise specified, citations to “section” or “sec.” are citations to federal regulations implementing IDEA found in the Code of Federal Regulations at 34 CFR Part 300, which consists of 34 CFR secs. 300.1 through 300.818 and appendices A through E.”  \nNOTICE OF NON-DISCRIMINATION  \nNORTH DAKOTA DEPARTMENT OF PUBLIC INSTRUCTION  \nThe Department of Public Instruction does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. For inquiries regarding nondiscrimination policies, please contact: Robert Marthaller, Director of School District Support Services, Department of Public Instruction, 600 E Boulevard Avenue, Dept 201, Bismarck, ND 58505-0440, 701-328-2267.  \nEqual education opportunity is a priority of the ND Department of Public Instruction.  \nPublication Date: 9/2/2014 Cover artwork: Google Images-NHS West Kent  \nTable of  \nContents  \nIntroduction and Purpose ................................................................... 4  \nWhat is Autism Spectrum Disorder?................................................... 5  \nEducating Students with ASD ............................................................ 6  \nCharacteristics of Learners with ASD ................................................. 7  \nIdentification Process for Children, age 3-21 ...................................... 8  \nMultidisciplinary Team (MDT) ................................................. 9  \nEvaluation MDT Participants ............................................................ 10  \nEvaluation Procedures ..................................................................... 10  \nBest Practices: Evaluation of ASD ................................................... 11  \nEligibility Determination .................................................................... 12  \nEligibility Criteria ................................................................... 13  \nEligibility Options .................................................................. 13  \nRe-Evaluation .................................................................................. 16  \nIEP Development & Program Considerations................................... 17  \nIEP Team Composition......................................................... 17  \nParent Participation .............................................................. 18  \nSpecial Considerations in IEP Development: PLAAFP .................... 19  \nSpecial Factors..................................................................... 20  \nMeasurable Annual Goals and Specially Designed Instruction for Students with ASD .......................................................... 20  \nFocus Areas: Specially Designed Instruction ........................ 21  \nEvidence-Based Practices for Students with ASD ................ 29  \nCharacteristics of Services ............................................................... 30  \nPeriodic Review of Services: Progress Monitoring................ 33  \nSpecial Instructional Focus: Behavioral Supports......","cbCaikLoJ38GJZin","https://ap.wps.com/l/cbCaikLoJ38GJZin","pdf",1612469,129,"English","# Introduction and Purpose\n## What is Autism Spectrum Disorder?\n## Educating Students with ASD\n## Characteristics of Learners with ASD\n## Identification Process for Children, age 3-21\n# Multidisciplinary Team (MDT)\n## Evaluation MDT Participants\n## Evaluation Procedures\n## Best Practices: Evaluation of ASD\n## Eligibility Determination\n## Eligibility Criteria\n## Eligibility Options\n## Re-Evaluation\n# IEP Development & Program Considerations\n## IEP Team Composition\n## Parent Participation\n## Special Considerations in IEP Development: PLAAFP\n## Special Factors\n## Measurable Annual Goals and Specially Designed Instruction\n## Focus Areas: Specially Designed Instruction\n# Evidence-Based Practices and Service Review\n## Evidence-Based Practices for Students with ASD\n## Characteristics of Services\n## Periodic Review of Services: Progress Monitoring\n## Special Instructional Focus: Behavioral Supports\n## Functional Behavioral Assessment\n## Developing the Behavior Intervention Plan (BIP)\n## Safety and Crisis Considerations\n# Placement and Appendices\n## Placement in the Least Restrictive Environment\n## Determination of Least Restrictive Environment\n## Making LRE Decisions\n## List of Appendices","[{\"question\":\"What does the document explain about Autism Spectrum Disorder (ASD)?\",\"answer\":\"It defines what autism spectrum disorder is and describes characteristics of learners with ASD to support appropriate educational planning and instruction.\"},{\"question\":\"How are identification and evaluation decisions for students with ASD handled?\",\"answer\":\"It outlines identification processes for children ages 3–21, defines multidisciplinary team participation, and provides evaluation procedures and best practices for evaluating ASD.\"},{\"question\":\"What guidance is given for IEP development and instructional programming for students with ASD?\",\"answer\":\"It covers IEP team composition and parent participation, special IEP considerations (including PLAAFP), special factors, measurable annual goals, specially designed instruction focus areas, and evidence-based practices.\"},{\"question\":\"How does the guideline address behavioral supports and placement in the least restrictive environment?\",\"answer\":\"It explains behavioral supports including functional behavioral assessment and developing a behavior intervention plan (BIP), includes safety and crisis considerations, and provides steps for making least restrictive environment (LRE) placement decisions.\"}]","SPECIAL EDUCATION IN NORTH DAKOTA - Guidelines for Serving Students with Autism Spectrum Disorders in Educational Settings | PDF",1792054642,325]