OAH AND AUTISM PROGRAMS:
WHAT'S REQUIREDWHAT'S NOT
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Overview
• Autism Spectrum Disorder:
What is it?
• OAH Cases: Preschool, Elementary,
Middle & High Schools
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Fagen Friedman & Fulfrost LLP
Autism: What is it?
According to the CDC, the prevalence of
autism had risen to 1 in every 150
American children; almost 1 in 94 boys
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Autism: What is it?
Fastest Growing Category in California
School Year 2000-2001 2004-2005 2000-2005
Autism
14,039
29,370
+ 109%
OHI
21,025
35,650
+ 70%
ED
22,348
27,912
+ 25%
SLD
349,038
328,381
– 6%
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Autism: What is it?
•
•
•
•
Dr. Leo Kanner
1943
Johns Hopkins University
“Autistic Disturbances of
Affective Contact”
• The word “autism” comes
from the Greek word
“auto” meaning “self”
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Autism: What is it?
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California Definition
Autistic-Like Behaviors
• Inability to use oral language for
appropriate communication
• History of extreme withdrawal or of
relating to people inappropriately, and
continued impairment in social
interaction from infancy through early
childhood
• Obsession to maintain sameness
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Fagen Friedman & Fulfrost LLP
cont.
California Definition
Autistic-Like Behaviors
• Extreme preoccupation with objects,
inappropriate use of objects, or both
• Extreme resistance to controls
• Peculiar motoric mannerisms and
motility patterns
• Self-stimulating, ritualistic behavior
Ed.Code § 56846.2; CCR Title 5, § 3030(g)
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Preschool
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Preschool: Common Autism Issues
•
•
•
•
•
•
Predetermination
LRE
Methodology
1:1 Aide
Medical/Dietary
And more…
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Fagen Friedman & Fulfrost LLP
Preschool: Common Autism Issues
Predetermination
FACTS:
• Pre-IEP team meeting to develop
assessment plan
• District administrator spoke to parent
regarding assessor’s recommendation
• Staff discussed possible services
student needed before IEP team
meeting
(Solana Beach ESD (OAH 2008).)
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Fagen Friedman & Fulfrost LLP
cont.
Preschool: Common Autism Issues
Predetermination
RULING:
• District did not predetermine placement
• IEP reflected recommendations of parent
and others
• District did not refuse to consider
placement at private preschool
(Solana Beach ESD (OAH 2008).)
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Practice Pointer
•
•
•
•
Avoid Charges of Predetermination
Explain that pre-IEP meetings are for
preparation, not decision-making
Do not direct staff to take a particular position
or refuse to consider a service
Consider input of all IEP team members:
Parent, private, NPA, Regional Center, etc.
Explain that a draft IEP is only a DRAFT
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Fagen Friedman & Fulfrost LLP
Preschool: Common Autism Issues
LRE
FACTS:
• Student was attending private general ed.
preschool + 1:1 aide
• District offered:
– A.M. SDC
– P.M. Public general ed. preschool + 1:1
aide
(Solana Beach ESD (OAH 2008).)
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Fagen Friedman & Fulfrost LLP
cont.
Preschool: Common Autism Issues
LRE
RULING:
• SDC met student’s instructional needs
• But, SDC was not LRE
• And, general ed. class inappropriate
because too many classmates and
transitions
(Solana Beach ESD (OAH 2008).)
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cont.
Preschool: Common Autism Issues
LRE
“The inquiry is not whether the SDC is best for Student.
Rather, the inquiry is whether Student should be
removed [from] the general education environment
because the nature and severity of her disabilities is
such that education in regular classes with the use of
supplementary aids and services cannot be achieved
satisfactorily. Therefore, even if it is not the best
academic setting for a Student, a general education
classroom is appropriate if the child can receive a
satisfactory education there.”
(Solana Beach ESD (OAH 2008).) (Emphasis added)
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Preschool: Common Autism Issues
Methodology
• Dr. Ivar Lovaas
• ABA, DTT, PRT, PECS
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Preschool: Common Autism Issues
Methodology
•
•
•
•
Eclectic
RDI
TEACCH
SUCSESS
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Preschool: Common Autism Issues
Methodology Based on
Peer-Reviewed Research
IEP shall include a
statement of the special
education and related
services and
supplementary aids and
services, based on peerreviewed research to the
extent practicable
(20 U.S.C. 1414.)
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Fagen Friedman & Fulfrost LLP
Preschool: Common Autism Issues
Methodology
FACTS:
• District offered preschool SDC under
“SUCSESS” program, including TEACCH
and DTT
• Parent requested ABA home program of
35 hours per week
(Anaheim City S.D. (OAH 2008).)
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Fagen Friedman & Fulfrost LLP
cont.
Preschool: Common Autism Issues
Methodology
RULING:
• No persuasive authority required ABA
home program for student
• IDEA does not mandate particular
methodology. As long as district provides
appropriate program, methodology is left
to district’s discretion
(Anaheim City S.D. (OAH 2008).)
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Fagen Friedman & Fulfrost LLP
Preschool: Common Autism Issues
Aide Support
FACTS:
• Preschooler was receiving 30 hrs/week of
ABA from NPA
• District offered Headstart preschool class
+ 1:1 aide for 1 month
• Parent sought 40 hrs/week of ABA from
NPA at home and school
(Hacienda La Puente U.S.D. (OAH 2007).)
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cont.
Preschool: Common Autism Issues
Aide Support
RULING:
Placement appropriate, but OAH ordered the
district to provide a 1:1 aide for the fall
semester and convene an IEP team
meeting 30 days prior to spring semester
to reevaluate student’s need for a 1:1 aide
(Hacienda La Puente U.S.D. (OAH 2007).)
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Fagen Friedman & Fulfrost LLP
Preschool: Common Autism Issues
Medical & Dietary
FACTS:
• Immune &
gastrointestinal
disorder
• Strict GFCF
• Recommended
ABA in-home
(Lowell Jt. S.D. (OAH 2006).)
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Fagen Friedman & Fulfrost LLP
cont.
Preschool: Common Autism Issues
Medical & Dietary
• District offered pre-K at elementary school
• Per district physician consultant’s
recommendations, reduce exposure to
allergens and facilitate learning, IEP
included air filter, shoe removal, GFCF
school supplies, and 1:1 assistant to
monitor environment
(Lowell Jt. S.D. (OAH 2006).)
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Fagen Friedman & Fulfrost LLP
cont.
Preschool: Common Autism Issues
Medical & Dietary
RULING:
• District designed an appropriate
educational program
• Incorporated physician’s recommendations
to meet student’s medical, dietary, and
safety needs
(Lowell Jt. S.D. (OAH 2006).)
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Preschool: Common Autism Issues
Changing Program Without Assessment
(Anaheim City S.D. (OAH 2008).)
• FACTS: 4-year old
in SDC - tantrums,
screaming, off task
• Observations, but
no assessments
• Moved to higher
functioning social
skills class with
parent consent
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Fagen Friedman & Fulfrost LLP
cont.
Preschool: Common Autism Issues
Changing Program Without Assessment
RULING:
• District failed to assess behavioral &
cognitive needs
• Student awarded NPA behavior services
as compensatory education
(Anaheim City S.D. (OAH 2008).)
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Fagen Friedman & Fulfrost LLP
Preschool: Common Autism Issues
Related Service Description
FACTS:
• District offered two 30-minute sessions of
speech-language therapy described as
“Individual and Group; Direct and
Collaboration; Monitor and Consult.”
• Staff said the offer included possibility of
individual session, no guarantee
(Capistrano U.S.D. (OAH 2006).)
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Fagen Friedman & Fulfrost LLP
cont.
Preschool: Common Autism Issues
Related Service Description
RULING:
District failed to make a clear written offer.
Of the two 30 minute sessions, student
required that one be an individual session;
IEP was unclear
(Capistrano U.S.D. (OAH 2006).)
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Elementary School
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Elementary: Common Autism Issues
• Behavior
• Placement Description
• ESY
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Elementary: Common Autism Issues
Behavior
FACTS:
• 3rd grader, Aspergers
• General ed. class +1:1 aide
• Parent was not consulted in assigning
student to multi-teacher class
• Parent alleged it caused student’s
behavior problems
(Cupertino Union S.D. (OAH 2006).)
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cont.
Elementary: Common Autism Issues
Behavior
RULING:
• Multi-teacher class was appropriate
• Student’s behavior problems were
attributed to his difficulty with the more
challenging academic requirements
(Cupertino Union S.D. (OAH 2006).)
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Elementary: Common Autism Issues
Behavior
FACTS:
• 10-year-old boy: AUT, ED, SLI
• Current district offered SDC, 2 hrs/wk of
ABA services, and continued prior district’s
BIP
• New BIP & FAA to target screaming,
hitting, and teasing
• Parent sought residential placement
and ABA services of 25 to 35 hrs/wk
(Tustin U.S.D./Orange U.S.D. (OAH 2005).)
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cont.
Elementary: Common Autism Issues
Behavior
RULING:
• Both prior district & current district
addressed student’s needs with BIPs &
FAAs
• BIP was successful because targeted
behaviors began to slow
(Tustin U.S.D./Orange U.S.D. (OAH 2005).)
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Fagen Friedman & Fulfrost LLP
Elementary: Common Autism Issues
Behavior
FACTS:
• 10-year-old received ABA-IBI at school for
two hours/day and then gradual elimination
• February: FAA & BIP reviewed, improvement
• March: Negative behaviors escalated, e.g., bit &
hit staff, threw shoes, screamed, etc.
• May: More biting, parent removed student from
school to ABA home program
• June: Modified BIP presented at IEP meeting
(Capistrano U.S.D. (OAH 2008).)
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Fagen Friedman & Fulfrost LLP
cont.
Elementary: Common Autism Issues
Behavior
RULING:
$75,000 for ABA home
program b/c FAPE was
denied beginning in
July when district failed
to conduct an FAA and
restart IBI-ABA at
school
(Capistrano U.S.D. (OAH 2008).)
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Elementary: Common Autism Issues
Placement Description
FACTS:
• June IEP: Proposed SDC not yet in
existence, offered for following year
• Staff said the SDC will have sensory
rooms - a trait of the TEACCH method
• August: SDC was actually ABA basedno sensory room
(Yucaipa-Calimesa U.S.D. (OAH 2008).)
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Fagen Friedman & Fulfrost LLP
cont.
Elementary: Common Autism Issues
Placement Description
RULING:
District failed to accurately describe
placement because SDC offered in June
IEP was not SDC that opened in August.
District may not unilaterally change the
proposed program after IEP is developed
(Yucaipa-Calimesa U.S.D. (OAH 2008).)
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Elementary: Common Autism Issues
ESY
FACTS:
• 3rd grader achieving above grade level
• For ESY, district offered 120 hours of ABA
services by NPA
• Parent requested 200 hours and an
academic component for ESY
(Tustin U.S.D. (OAH 2006).)
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Fagen Friedman & Fulfrost LLP
cont.
Elementary: Common Autism Issues
ESY
RULING:
120 hours of ABA was
appropriate.
Student was
progressing year-toyear and did not
require more to
avoid regression
(Tustin U.S.D. (OAH 2006).)
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Fagen Friedman & Fulfrost LLP
cont.
Elementary: Common Autism Issues
ESY
FACTS:
• 9-year-old in an SDC
• NPA behavior intervention
• For ESY, district offered SDC, a 1:1 aide, and
10 hours/wk behavioral intervention
• For EESY, 15 hours/wk behavioral
intervention
• State revoked NPA’s certification, but parent
refused to consider another NPA
• 10 IEP team meetings!
(San Ramon U.S.D. (OAH 2006).)
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cont.
Elementary: Common Autism Issues
ESY
RULING:
• Convening 10 IEP team meetings was
reasonably calculated to gain the maximum
input
• ESY and EESY programs were similar to
student’s regular school year placement
• District acted properly in effort to transition
from student’s NPA to own personnel
(San Ramon U.S.D. (OAH 2006).)
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Middle & High School
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Middle & High School: Common Autism Issues
• Transition Support
• Home Instruction/
Independent Study
• Parentally Placed
Private School Students
• Aide Support
• Post-School Transition
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Middle & High School: Common Autism Issues
Transition Support
• 5th grade: Diagnosed w/ Aspergers
• 7th grade: Initial IEP, access to nurse’s office
(toilet flushing phobia)
• 8th grade: Dual placement at middle & high
schools. No supports at high school bathroom accidents
• Parent enrolled student in NPS
• 9th grade: District offered placement at
public high school
(Torrance U.S.D. (OAH 2006).)
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Fagen Friedman & Fulfrost LLP
cont.
Middle & High School: Common Autism Issues
Transition Support
RULING:
Student was awarded
reimbursement &
prospective placement at
NPS due to district’s
failure to offer transition
support to move from
NPS to public high
school
(Torrance U.S.D. (OAH 2006).)
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Middle & High School: Common Autism Issues
Home Instruction and Independent Study
FACTS:
• 8th grader with
Asperger’s in general
ed. class with 1:1 aide
• Student brought Thor,
a service dog, to
school, to calm him
• Parent kept student
home when school
prohibited Thor
(Bakersfield City S.D. (OAH 2008).)
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Fagen Friedman & Fulfrost LLP
cont.
Middle & High School: Common Autism Issues
Home Instruction and Independent Study
• IEP meeting convened due to student’s nonattendance
• District offered five hours/wk of home
instruction
• IEP notes, “if at any time parent would like to
enroll student in school, FAPE offer is
available” and “Parent declines FAPE offer
and would like ISP (independent study
program) not to exceed 30 days”
(Bakersfield City S.D. (OAH 2008).)
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Fagen Friedman & Fulfrost LLP
cont.
Middle & High School: Common Autism Issues
Home Instruction and Independent Study
RULING:
• Thor was not essential service for FAPE
• Parent’s unilateral home placement did not
alter analysis
• District informed parent that it was ready,
willing, and able to place student in a
general education classroom, but
without Thor
(Bakersfield City S.D. (OAH 2008).)
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Practice Pointer
Don’t Water Down Offer of FAPE
• If a parent unilaterally removes a child,
clearly communicate the district’s
willingness to implement its offer of FAPE
• Avoid the temptation to pare down the
offer of FAPE for the sake of appeasing
the parent
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Fagen Friedman & Fulfrost LLP
Middle & High School: Common Autism Issues
Parent Placed Private School Students
FACTS:
• 6th grader, Aspergers, private elementary
school
• In January 2008, parent paid $30,400 for
student’s enrollment for 2008-09 at
Bridges, a private middle school
• Parent requested district assessment
• District proposed NPS, not Bridges
(Los Angeles U.S.D. (OAH 2008) 2008080771)
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Fagen Friedman & Fulfrost LLP
cont.
Middle & High School: Common Autism Issues
Parent Placed Private School Students
RULING:
• District’s offer was appropriate
• Parent predetermined student would
attend Bridges before the IEP team
meeting
• Parent had no intention of accepting
any placement but Bridges Academy
(Los Angeles U.S.D. (OAH 2008) 2008080771)
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Middle & High School: Common Autism Issues
Aide Support
FACTS:
• Incoming 9th grader offered general ed.,
RSP, and 1:1 aide
• Parent claimed 1:1 aide isolated,
stigmatized, and prevented student from
forming friendships
• Parent wanted NPS
(Simi Valley U.S.D. (OAH 2007).)
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Fagen Friedman & Fulfrost LLP
cont.
Middle & High School: Common Autism Issues
Aide Support
RULING:
• District’s offer of placement was appropriate
• Student needed a 1:1 aide to maintain focus
and facilitate peer interaction, particularly in a
new high school
• Parent’s preferred NPS placement had very
few female students, impeding ability to
form friendships
(Simi Valley U.S.D. (OAH 2007).)
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Middle & High School: Common Autism Issues
Aide Support
FACTS:
• 16-year-old, PDD-NOS
• Parent wanted general ed. class with 1:1
aide and speech-language therapy
• District offered SDC based on past general
ed. experience
(Corona-Norco U.S.D. (OAH 2005).)
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Fagen Friedman & Fulfrost LLP
cont.
Middle & High School: Common Autism Issues
Aide Support
RULING:
• SDC was appropriate
• Student could not access general ed.
curriculum due to cognitive delays
• Student obtained academic benefit without
1:1 aide or speech-language therapy
• Student showed academic progress every
year except the year he had been placed
in general ed. setting
(Corona-Norco U.S.D. (OAH 2005).)
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Fagen Friedman & Fulfrost LLP
Middle & High School: Common Autism Issues
Post-School Transition Programs
FACTS:
• Transition Resources for Adult Community
Education (“TRACE”) for ages 18 to 22, to
transition from high school to adult life
• Parent desired a private facility located
outside district’s boundaries
(San Diego U.S.D. (OAH 2006).)
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Fagen Friedman & Fulfrost LLP
cont.
Middle & High School: Common Autism Issues
Post-School Transition Programs
RULING:
• The district’s TRACE program greatly
exceeded the minimal “floor of opportunity”
standard required to provide a FAPE
• Program mirrored the adult programs to
which student would be transitioning at
age 22
(San Diego U.S.D. (OAH 2006).)
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Autism Program Components
•
•
•
•
•
General Ed., RSP/SDC
1:1 aide/classroom aides
Sp/Lang
OT
APE
• FAA/PBIP
• Transition Plan
• ESY
• Transportation
Younger Students
• ABA
Older Students
• Vocational
training
• Counseling
See charts in Appendix
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Thank you!