(taken from Inevated Special Education Services Website)
Developmental Cognitive Disability 

Minnesota Rule (3525.1333) defines Developmental Cognitive Disability (DCD) as  "means a condition resulting in significantly below average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects educational performance and requires special education and related services.” DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming.

In order to qualify for the DCD label, a student must demonstrate below average adaptive behavior in school and home and, if appropriate, community environments as measured by a composite score at or below the 15th percentile on a nationally normed, technically adequate measure of adaptive behavior.  Further, a student must demonstrate needs in at least four of the seven adaptive behavior domains in multiple environments:

Daily living and independent living skills
Social and interpersonal skills;
Communication skills;
Academic skills;
Recreation and leisure skills;
Community participation skills; and
Work and work-related skills.

The student must also demonstrate significantly below average general intellectual functioning that is measured by an individually administered, nationally normed test of intellectual ability. For the purposes of this subitem, "significantly below average general intellectual functioning" means:

1) Mild-moderate range: two standard deviations below the mean, plus or minus one standard error of measurement; and
2) Severe-profound range: three standard deviations below the mean, plus or minus one standard error of measurement.

Developmental and Cognitive Disability can start anytime before a child reaches the age of 18 years.  It can be caused by injury, disease, or a brain abnormality.  These causes can happen before a child is born or during childhood.  For many children, the cause of their intellectual disability is not known.  Some of the most common known causes of intellectual disability are Down syndrome, fetal alcohol syndrome, and fragile X syndrome, all of which occur before birth. Other causes that take place before a child is born include genetic conditions (such as Cri-du-chat syndrome or Prader-Willi syndrome), infections (such as congenital cytomegalovirus), or birth defects that affect the brain (such as hydrocephalus or cortical atrophy). Other causes of intellectual disability (such as asphyxia) happen while a baby is being born or soon after birth.  Still other causes of intellectual disability do not happen until a child is older.  These may include serious head injury, stroke, or certain infections such as meningitis (http://www.cdc.gov/ncbddd/dd/mr3.htm#causes).  

No Child Left Behind and the Individuals with Disabilities Education Act both call for students with DCD to have access to grade-level standards and curriculum.  Instruction for these students needs to promote access to the general curriculum; and reflect professional judgment of the highest achievement standards possible.  A special education teacher is called upon to develop curriculum for these learners that targets critical learning linked to the academic standard; however, the benchmarks for measuring learning toward the standard may differ widely from the general curriculum.  For additional support in program planning for students with DCD, please contact your Director of Special Education or refer to:

http://children.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_Disability_Information/Developmental_Cognitive_Disabilities/index.html

http://www.aamr.org/index.cfm

http://kidshealth.org/kid/health_problems/birth_defect/mental_retardation.html

http://www.cdc.gov/ncbddd/dd/ddmr.htm

http://www.thearc.org/NetCommunity/Page.aspx?pid=183

Emotional or Behavioral Disorders Criteria

When evaluating students for emotional or behavioral concerns, or both, the criteria that is most likely to be applied is the Emotional or Behavioral Disorders criteria in the state of MN. EBD criteria is extensive and specific, including rule outs and very detailed information regarding the appropriate assessment data to be used for the determination of EBD. To begin, MN Rule 3525.1329 specifies that the following information must be included in an evaluation of a student who meets EBD criteria:

Clinically Significant scores on standardized, nationally normed behavior rating scales;
Individually administered, standardized, nationally normed tests of intellectual ability and academic achievement;
Three systematic observations in the classroom or other learning environment;
Record review; 
Interviews with parent, pupil and teacher;
Health history review procedures;
A mental health screening;
Functional behavior assessment.

The data collected in the evaluation is used to determine that the student has one or more of the following: 1) withdrawal or anxiety, depression, problems with mood, or feelings of self-worth; 2) disordered thought processes with unusual behavior patterns and atypical communication styles; or 3) aggression, hyperactivity, or impulsivity. 

Some of these procedures are quite uncommon in educational evaluations and unique to this specific eligibility. Two evaluation areas that often give teams difficulties are: “Mental Health Screening;” and “Functional Behavior Assessment.” 

A  Mental Health Screening is explained in a Q & A from MDE as: “...an analysis of school-based evaluation information for the purposes of referring a student for further evaluation of mental health needs among students evaluated for EBD eligibility.”  This Q & A goes on to identify data that can be used for the Mental Health Screening component. Specifically, it states: “The mental health screening information is gathered from existing data such as behavior rating scales, social developmental history, interviews and observations.” Therefore, it is not a mental health assessment for diagnostic purposes and there is no one tool that is recommended for this part of the criteria. 

A “Functional Behavior Assessment” (FBA), at a minimum, must include (according to MN Rule 3525.0210): “a description of problem behaviors and the identification of events, times, and situations that predict the occurrence and nonoccurrence of the behavior. An FBA also identifies the antecedents, consequences, and reinforcers that maintain the behavior, the possible functions of the behavior, and possible positive alternative behaviors. An FBA includes a variety of data collection methods and sources that facilitate the development of hypotheses and summary statements regarding behavioral patterns.” When planning a FBA, a grid may be helpful where evaluation procedures and individuals responsible for those procedures are assigned to each of the required areas identified in this rule. For example, “events”, “times”, and “situations” may be gathered through teacher observation methods, while the description of the problem behaviors could be gathered via staff and parent interviews.

Other important aspects of criteria for teams considering EBD eligibility for students:

Multiple Settings: Teams must establish a pattern of emotional/behavioral concerns across a minimum of 3 settings. Two should be educational (both do not have to be classrooms, and could include playground, lunchroom, etc.), and one home or community.

Illegal Chemicals: To be EBD, the student cannot exhibit behaviors that are “primarily” the result of  chemical use. It is known that a lot of students with EBD do also use chemicals, so this can be a conundrum.  Developmental history is critical in examining this aspect of criteria, as behavioral concerns may have been noted before chemical use was initiated by the student.

Autism Disorder Rule-Out:  The Rule is clear that students who qualify for ASD cannot be EBD.

Other Rule-Outs: The team must consider cultural norms carefully when evaluating for EBD, and someone from the culture of the parent(s)/student may need to be a part of the evaluation team. Intellectual ability of the student must also be carefully considered when applying this eligibility criteria.

Educational evaluation teams are encouraged to visit MDE’s website for EBD criteria here:
http://education.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_Disability_Information/Emotional_and_Behavioral_Disabilities/index.html

At this link is a particularly helpful Q & A on the EBD eligibility criteria:
http://education.state.mn.us/mdeprod/groups/SpecialEd/documents/FAQ/001505.pdf

EBD Criteria in MN Rule (3525.1329):
https://www.revisor.mn.gov/rules/?id=3525.1329

FBA Definition in Rule (3525.0210 subp. 22):
https://www.revisor.mn.gov/rules/?id=3525.0210

Autism Spectrum Disorder (ASD)
 
Autism is defined by the Autism Society of America (Click here) as:

“a complex developmental disability that typically appears during the first two years of life and is the result of a neurological disorder that affects the functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults on the autism spectrum typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities.

Autism is one of five disorders that fall under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development.”

Programming for students on the Autism Spectrum can be rewarding and challenging!  Our goal in the educational environment should not be to make the disability go away, but rather to create more awareness and then use appropriate skills.  We should use each person’s “island of competence” to teach increasingly abstract ideas, no matter the age.  

Always remember that Structuring the Environment is Key!    If we can structure what we do so that students know what we expect, how to do it, and gage when they are done, we will be infinitely more successful in our instructional delivery.  Remembering too that a critical element of education and service delivery for students on the spectrum involves instruction on appropriate social skills including:

• Emotional awareness
• Emotional recognition
• Perspective taking
• Hygiene
  

• Joining a group
• Assistance
• Criticism
• Compliments
• Conflict resolution
• Participation
• Monitoring and listening
• Empathy
• Avoiding and ending
• Friendship skills
  

Because Autism Spectrum Disorders span the ages and represent students along a continuum of abilities and needs, there is no “magic bullet” for programming.  Using an eclectic approach to programming and utilizing the multitude of resources available in the field on Autism is key to the effective practitioner.  

For more literature and resources on Autism Spectrum Disorders you may access the Autism Society of America’s bookstore at
http://www.autism-society.org