IEP for autism: what it covers, how to get one, and your rights

Last updated 2026-07-09

What is an IEP for autism and why does it matter?

An IEP is a written legal contract between your family and the school district. It lives inside the Individuals with Disabilities Education Act (IDEA), a federal law that covers kids ages 3 through 21 (or through high school completion). If your child qualifies under the autism disability category, the school must build an IEP before it provides any special education services, and that plan has to fit your child's specific profile, not a template. ^[1]

The autism category in IDEA covers what the law calls "a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance." ^[1] That phrase "adversely affects educational performance" is the legal threshold your child has to clear. Courts read "educational performance" broadly. It includes social skills, behavior, communication, and daily living skills, more than reading and math scores.

Here's why the legally binding part matters. It's enforceable. If the school promises 30 minutes of speech therapy three times a week and delivers one session, they are out of compliance with federal law. You get due process rights, mediation rights, and state complaint rights to push back. A 504 plan offers accommodations but carries weaker enforcement, because it lives under a different law (Section 504 of the Rehabilitation Act) and does not guarantee specialized instruction. ^[2]

If you're still sorting out the basics, our explainer on what does IEP stand for and IEP meaning: what an IEP actually is in schools cover the fundamentals.

How does a child get diagnosed and deemed eligible for an autism IEP?

There are two separate tracks here, and families mix them up constantly: a medical or clinical autism diagnosis, and a school eligibility determination. You may want both. They are independent of each other.

A clinical diagnosis of autism spectrum disorder (ASD) comes from a psychologist, developmental pediatrician, neurologist, or similar clinician using DSM-5 criteria. That diagnosis helps you understand your child. It does not automatically make them eligible for an IEP. The school runs its own evaluation, called an Initial Evaluation or Full and Individual Initial Evaluation (FIIE), and reaches its own eligibility decision under IDEA criteria.

Here is the sequence:

1. You (or the school) submit a written request for an evaluation. 2. The school has 60 days (IDEA's federal default; some states set shorter timelines) to finish the evaluation after you give written consent. ^[1] 3. A multidisciplinary team evaluates the child across every suspected area of disability: cognitive, academic, communication, social/emotional, and behavioral. 4. The team holds an eligibility meeting. If your child meets the IDEA autism definition AND the disability adversely affects educational performance, they qualify. 5. If eligible, the team must write and start the IEP within 30 days.

You can request a school evaluation in writing at any time. You don't need a clinical diagnosis first. Schools cannot require a private diagnosis before they evaluate a child, though having one helps make the case. If the school refuses to evaluate, they must give you written notice explaining why, called Prior Written Notice (PWN). ^[3]

Disagree with the school's evaluation? You have the right to an Independent Educational Evaluation (IEE) at public expense, unless the school files a due process complaint to defend its own evaluation. ^[1]

What are the required components of an autism IEP?

IDEA spells out the exact elements every IEP must contain. ^[1] Schools can add more. They cannot leave any of these out:

Required IEP Component	What it means in plain language
Present Levels of Academic Achievement and Functional Performance (PLAAFP)	A baseline of where your child is right now, academically and functionally
Measurable annual goals	Specific, data-driven targets the child is expected to reach in one year
Special education services and related services	The exact type, frequency, and duration of instruction and supports the school will provide
Participation with nondisabled peers	How much time your child spends in general education, plus justification for any removal
Accommodations for state/district testing	Testing changes, or a statement that your child will take an alternate assessment
Transition plan (age 16 or earlier in some states)	Measurable postsecondary goals and services to help the student reach them
Behavior Intervention Plan (BIP) if behavior impedes learning	A proactive plan built on a Functional Behavior Assessment (FBA)

For kids with autism specifically, IDEA also says the IEP team must weigh a set of special factors: positive behavioral interventions and supports, communication needs, assistive technology, and for kids who are non-speaking or have limited communication, instruction in the child's primary language or mode of communication. ^[1]

The PLAAFP drives the whole document. Weak present levels produce weak goals. A strong PLAAFP uses current assessment data (not data from two years ago), describes how the disability affects the child's access to curriculum, and is specific enough that a substitute teacher who never met your child could understand what your child can and cannot do right now.

Goals have to be measurable. "Johnny will improve his social skills" is not a measurable goal. "Given a structured group activity, Johnny will initiate a relevant comment or question with a peer on 4 out of 5 opportunities, measured weekly by teacher observation" is measurable. Push your team to write goals that name who does it, what behavior, under what conditions, to what criterion, measured how, and how often. ^[4]

What services can an autism IEP include?

This is where most families are surprised. An IEP can include a far wider set of supports than a special ed classroom. Related services under IDEA include speech-language therapy, occupational therapy, physical therapy, counseling, social work services, school health services, transportation, and more. ^[1] The school must provide whatever services your child needs to receive a free appropriate public education (FAPE), more than the cheapest option.

Services tied to autism that show up in IEPs often:

• Applied Behavior Analysis (ABA) in the school setting (districts often resist this one; you may need to push)
• Social skills instruction, including structured programs like Social Thinking or PEERS
• Augmentative and Alternative Communication (AAC) devices and training
• Sensory integration supports through occupational therapy
• Extended school year (ESY) services if the child is likely to regress significantly without services during breaks
• A 1:1 paraprofessional or aide
• Specialized autism program placement
• Positive Behavioral Interventions and Supports (PBIS)

A word on ABA. The research base is deep. The American Academy of Pediatrics recognizes ABA as an evidence-based treatment for autism. ^[11] Schools, though, are not always required to name ABA specifically. They must provide services reasonably calculated to enable the child to make progress. If you believe ABA is what your child needs, bring the evidence, request it in plain language, and be ready to cite the 2017 Supreme Court case Endrew F. v. Douglas County School District, which raised the standard from "some benefit" to "appropriately ambitious" progress. ^[5]

Extended school year (ESY) is one of the most overlooked services. If your child regresses over summer or winter break and takes a long time to recover skills, the school must consider ESY. It is not summer school for struggling kids. It is a legal entitlement for kids whose regression meets the threshold. Track any regression you see after breaks and bring that data to the meeting.

What does the IEP team look like, and who has to be there?

IDEA names who must be on the IEP team. ^[1] The required members are:

• The parent (or guardian)
• At least one regular education teacher (if the child is, or may be, in general ed)
• At least one special education teacher or provider
• A school district representative who can commit resources and knows the general curriculum
• Someone who can interpret evaluation results (often the school psychologist)
• The child, when appropriate (required by age 16 for transition planning, encouraged earlier)
• Related service providers, as relevant
• Other people you or the school invite, such as a private therapist, advocate, or the diagnosing clinician

You are a full and equal member of this team. Schools that treat IEP meetings like presentations, where a finished plan gets slid across the table for your signature, violate the spirit of IDEA and arguably its procedural rules. You have the right to help develop the IEP, more than react to it.

A practical move: before any IEP meeting, send a written agenda listing the topics you want covered. Schools cannot refuse to discuss agenda items. Bring someone with you, a spouse, a trusted friend, or a professional advocate. Take notes or ask permission to record (know your state's consent laws first). Never sign the IEP at the meeting if you need more time. You can ask for a recess and a follow-up meeting.

The school must give you reasonable notice before an IEP meeting and schedule it at a mutually convenient time. If a required team member can't attend, they can send written input in advance, but the meeting proceeds without them only if you agree. ^[1]

How is an IEP for autism different from an IEP for other disabilities?

Structurally, every IEP follows the same IDEA framework. The differences live in content, emphasis, and the specific supports that show up.

For autism, the law calls out a set of considerations the IEP team must address that go beyond the standard checklist. The team must address the child's needs in communication, social interaction, and behavior, and must consider whether the child needs assistive technology or a behavior plan. ^[1]

Behavior gets a much bigger footprint in autism IEPs than in, say, a dyslexia IEP. If challenging behavior is part of the picture, the team should run a Functional Behavior Assessment (FBA) before writing a Behavior Intervention Plan (BIP). An FBA looks at the function of the behavior (what is the child getting or avoiding?) and uses that to design proactive supports. A BIP without an FBA is almost always useless.

Communication is another area where autism IEPs should go deeper. For a nonverbal or minimally verbal child, the IEP must describe how the child communicates, what systems are in place (AAC, PECS, sign language), and how staff across settings will support communication. If your child uses an AAC device, that device belongs in the IEP, and the school may be required to provide it.

Social skills often appear as a goal area in autism IEPs in a way they wouldn't in most other disability categories. That's appropriate. Research from the PEERS program at UCLA found that structured, evidence-based social skills instruction produces lasting gains in social functioning for adolescents with ASD. ^[6] Vague goals like "will improve peer interaction" miss this entirely. Push for specific, observable targets.

For how IEPs compare to 504 plans on the protection they offer, see IEP vs 504.

What rights do parents have during the IEP process?

IDEA is built on procedural safeguards for families, and schools must give you a written copy of these rights at least once a year. ^[1] Here are the ones that matter most for parents of kids with autism:

Prior Written Notice (PWN). Any time the school proposes to start, change, or refuse a service, it must give you written notice in advance explaining what it's proposing, why, and what alternatives it considered. A school that just says "we don't do ABA" without a PWN is out of compliance.

Independent Educational Evaluation (IEE). Disagree with the school's evaluation? You can request an IEE at public expense. The school either pays or files for due process to defend its evaluation. ^[3]

Right to inspect records. You can review all education records related to your child within 45 days of a request. ^[7]

Right to disagree and dispute. If you disagree with the IEP, you do not have to sign it. At most schools, your signature means you attended the meeting, not that you agree with the document. Check what your district's signature line actually says. You can request mediation, file a state complaint, or ask for a due process hearing.

State complaints vs. due process. A state complaint goes to your state education agency and gets investigated within 60 days. It's free and doesn't require a lawyer, though one helps. Due process is a formal hearing before an administrative law judge. It's slower and more adversarial, but it can produce compensatory services and placement changes. For most procedural violations, a state complaint is the right first tool. ^[3]

One thing parents often miss: if you disagree with a placement change the school proposes and you file for due process, the "stay put" provision kicks in. Your child stays in their current educational placement while the dispute is pending. ^[1] That gives you real bargaining power.

The ED.gov IDEA page states that the law "requires schools to provide 'specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.'" ^[1] That phrase "at no cost to the parents" is absolute. Schools cannot charge you for IEP services.

What is the difference between FAPE, LRE, and why do they affect where your child is placed?

Two legal ideas shape almost every placement debate you'll have.

FAPE means Free Appropriate Public Education. Your child has the right to an education that is "appropriately ambitious" for their circumstances. Not the best possible education, but one reasonably calculated to enable meaningful progress. ^[5] Before the 2017 Endrew F. decision, courts often accepted minimal progress as FAPE. Endrew F. raised the bar. The Supreme Court said a child's IEP must be "appropriately ambitious in light of his circumstances" and that "every child should have the chance to meet challenging objectives." ^[5]

LRE means Least Restrictive Environment. Schools must educate kids with disabilities alongside nondisabled peers to the maximum extent appropriate. Any removal from general education must be justified. ^[1] LRE is not inclusion at all costs. It means the school must weigh a continuum of placements and use the least restrictive one that still lets the child receive FAPE.

The tension between FAPE and LRE is real. A child with autism might need intensive, structured supports that only exist in a more restrictive setting. LRE doesn't override the right to FAPE. A placement that isn't appropriate isn't the least restrictive option. It's just the cheapest. Courts have generally held that if a child cannot benefit from general education even with supplementary aids and services, a more restrictive placement can be the LRE for that child.

The continuum of placements under IDEA runs from general education with supports, to resource rooms, to self-contained special education classrooms, to separate schools, to residential programs, to home instruction. ^[12] The IEP team must weigh this continuum and document why it chose a particular point on it. If the school pushes a placement you don't think fits, ask them to put in writing how the proposed placement meets your child's needs under FAPE and why less restrictive options fall short.

How do you prepare for an IEP meeting and actually advocate effectively?

Preparation changes outcomes. Here is what actually works.

Get the evaluation reports and draft IEP before the meeting. Schools should share these in advance. If they don't, ask in writing at least a week out. Walking into an IEP meeting and reading a plan for the first time across a table, surrounded by school staff, is not a setting built for good decisions.

Write a vision statement before you go. Describe what you want your child's life to look like at graduation: their communication, their independence, their relationships, their goals. Share it at the start of the meeting. It reframes the conversation from compliance paperwork to real outcomes.

Bring data. Schools respond to data. Document your child's behavior at home (frequency, duration, what came right before it). Bring any outside evaluations, therapy notes, or physician letters. If you've kept a communication log with the school, bring that too.

Know the specific services you're asking for before you walk in. Don't show up with a vague wish for "more support." Ask for 60 minutes of speech-language therapy three times a week, or a Functional Behavior Assessment before the next IEP, or an AAC evaluation within 30 days. Specific requests are harder to deflect.

After the meeting, send a follow-up email summarizing what was discussed and agreed to. That builds a paper trail that matters if you file a complaint later.

Parents who bring an advocate, a trained parent advocate, an educational advocate, or an attorney, consistently report better outcomes. Your state's Parent Training and Information (PTI) center, federally funded under IDEA, offers free or low-cost help. Find yours at the Center for Parent Information and Resources (CPIR). ^[8]

If you want a structured toolkit for tracking your child's IEP and school communications, ReadFlare's parent advocacy kit includes IEP goal tracking sheets and a parent rights checklist you can bring to any meeting.

What do good autism IEP goals actually look like?

Bad goals are the most common IEP problem. They look specific but aren't measurable, or they're measurable but disconnected from what the child actually needs.

Here's a side-by-side:

Weak Goal	Strong Goal
"Will improve social skills with peers"	"Given a structured 20-minute peer activity, the student will initiate at least 2 topic-relevant comments or questions per session on 4 of 5 consecutive sessions, as measured by teacher observation log"
"Will use appropriate behavior in class"	"When presented with a non-preferred task, the student will use a taught coping strategy (break card, deep breaths) instead of elopement on 80% of opportunities across 3 consecutive weeks, measured by behavior tracking sheet"
"Will improve communication"	"Using their AAC device, the student will request a preferred item or activity without prompting in 4 of 5 opportunities across 3 consecutive data collection sessions"
"Will increase reading fluency"	"The student will read 2nd-grade decodable passages at 90 words per minute with 95% accuracy on 3 consecutive probes, measured by the teacher using CBM"

Goals should also match the PLAAFP. If present levels say the child reads at a 1st grade level, a goal targeting 3rd grade skills in one year is not appropriately ambitious. It's disconnected from reality. If the PLAAFP says the child initiates communication 1 to 2 times per hour, a goal targeting 10+ initiations per hour is a leap that needs smaller steps.

Progress reporting must happen at least as often as report cards go out. ^[1] If your child's IEP has 8 goals and you get a quarterly note that says "making progress" with no data, that's not enough. Ask at the meeting how progress gets measured, how often data gets collected, and how that data reaches you.

For families using digital IEP management tools through their district, see our overview of frontline IEP and embrace IEP platforms, which many schools use to track goals.

How often is an IEP reviewed, and what happens at the annual IEP meeting?

The IEP must be reviewed at least once a year, though you or the school can call a meeting at any time. ^[1] A three-year reevaluation (triennial) is also required unless you and the school agree in writing that it isn't needed.

The annual meeting is not a rubber stamp. It's a real chance to look at progress data, update present levels, raise or revise goals, add or drop services, and change placement if needed. Prepare for it the same way you'd prepare for a first IEP meeting.

Between annual meetings, you can request an IEP amendment without a full meeting if the change is minor and both you and the school agree in writing. For anything significant, a full meeting is usually the better move, because it triggers the formal procedural protections.

At the triennial reevaluation, the team reviews existing data and decides whether new assessments are needed. Parents must consent to any new evaluations. If your child's needs have shifted a lot (new diagnosis, regression, puberty, new medications affecting school performance), push for a reevaluation before the triennial when the existing data no longer reflects where your child is.

One important note: eligibility doesn't expire automatically with the triennial. The team must decide whether the child still has a disability and still needs special education. If the school claims your child has "aged out" of autism services or no longer needs an IEP, that call has to be backed by evaluation data, and you can dispute it. ^[3]

What if the school says your child doesn't qualify, or refuses to provide what you need?

Refusals happen. Here is what to do.

Step 1. Get the denial in writing. Every school refusal must come with Prior Written Notice explaining the decision, the data behind it, and the alternatives considered. If the school says no out loud, follow up with an email asking them to confirm the decision in writing and to send PWN.

Step 2. Examine the reason. Is it an evaluation denial? Request the PWN, then consider a state complaint. Is it a service denial inside the IEP? Ask the team to document why the requested service isn't necessary for FAPE. Is it an eligibility denial? You have the right to an IEE.

Step 3. File a state complaint or request mediation. A state complaint is free, takes 60 days, and is a reasonable first step for procedural violations (no PWN, missing IEP components, services not delivered). Mediation is voluntary, faster than due process, and confidential. ^[3]

Step 4. Due process. This is the formal legal route. Timelines are strict (generally 2 years from the date you knew or should have known of the violation, though some states differ). You don't need a lawyer, but having one or an educational advocate matters a lot here.

Whatever route you pick, document everything. Save every email. Keep a log with dates and what was said. The strongest advocacy happens on paper.

You can also contact your state's Protection and Advocacy (P&A) organization, federally funded, which provides free legal advice and representation for disability rights issues. Find yours through the National Disability Rights Network (NDRN). ^[9]

For a broader look at the protections IDEA provides versus Section 504, our IEP in school: what it is and how to get one article walks through both.

How does autism affect reading and language, and what should an IEP address for literacy?

Many parents don't realize how often autism and reading difficulties travel together. Research estimates that 30 to 50 percent of children with ASD have significant reading comprehension difficulties, even when decoding (sounding out words) is intact. ^[10] Some kids with autism are hyperlexic: they decode fluently but understand little of what they read. Others struggle with both decoding and comprehension.

This distinction matters a lot for IEP goals. A child who decodes at grade level but comprehends 2 grades below needs different instruction than a child who struggles with both. The IEP should reflect which skills are lagging and why.

For comprehension, the social and language processing differences in autism play out in specific ways. Inference-making is hard when theory of mind is affected. Figurative language, character motivation, and narrative structure can be genuinely inaccessible without direct instruction. Comprehension goals in autism need to address these processing differences, more than generic "read and answer questions" practice.

If your child has co-occurring dyslexia or phonological processing difficulties, those need to be assessed and addressed in the IEP on their own. Autism does not rule out dyslexia. The two co-occur at higher-than-chance rates, though solid prevalence data is thin. ^[10]

ReadFlare's free reading tools include phonological awareness screeners and reading progress trackers that help you collect data to bring to an IEP meeting when you suspect your child's reading needs aren't fully captured in the school's evaluation.

See also what does IEP mean and whats an IEP for more parent-friendly overviews of the IEP framework.

Frequently asked questions

At what age can a child get an IEP for autism?

IDEA covers children with autism from age 3 through age 21 (or through high school graduation, whichever comes first). For children under 3, a separate program called Early Intervention (Part C of IDEA) provides services through an Individualized Family Service Plan (IFSP), not an IEP. At age 3, the child moves to school-based services under Part B, and an IEP replaces the IFSP.

Can a child with autism get a 504 plan instead of an IEP?

Yes, but it's usually the weaker option for a child with autism. A 504 plan provides accommodations (extra time, preferential seating, sensory breaks) under Section 504 of the Rehabilitation Act, but it does not guarantee specialized instruction or related services like speech therapy. If your child needs more than accommodations, an IEP under IDEA provides stronger entitlements and clearer enforcement. See our comparison of IEP vs 504.

Does my child need a formal autism diagnosis before the school will evaluate them?

No. You can request a school evaluation in writing at any time if you suspect a disability. The school cannot require a clinical diagnosis before running its own evaluation. Having a diagnosis from a qualified clinician often speeds up the process and adds useful data. The school makes its own eligibility determination under IDEA criteria, which may or may not line up with the clinical diagnosis.

How long does the school have to create an IEP after evaluating my child?

Once the school finds your child eligible, it must develop and start the IEP within 30 days. The evaluation itself must be finished within 60 days of receiving your written consent (federal default; some states set shorter timelines). If the school blows either deadline, that's a procedural violation under IDEA, and you can file a state complaint.

What is a Functional Behavior Assessment (FBA) and when does my child need one?

An FBA is a process that identifies the function of a specific challenging behavior, what the child is getting or avoiding by doing it. IDEA requires the IEP team to consider an FBA whenever behavior impedes the child's learning or the learning of others. Before writing a Behavior Intervention Plan (BIP), the team should conduct an FBA. A BIP without an FBA tends to fail because it guesses at the cause instead of measuring it.

Can schools refuse to provide ABA therapy in an IEP?

Schools are not required by name to provide ABA, but they must provide services reasonably calculated to enable meaningful progress under the Endrew F. standard. If you believe ABA is necessary for your child's FAPE, request it explicitly, bring research supporting its use for your child's profile, and ask the school to document in writing (with Prior Written Notice) why they're declining. Refusal without PWN is a procedural violation.

What is extended school year (ESY) and how do I get it for my child with autism?

ESY is specialized instruction provided during school breaks (usually summer) for children who would regress significantly without continued services and take too long to recover those skills. It is a legal entitlement under IDEA, not summer enrichment. To qualify, document regression you see after breaks. Bring that documentation to the IEP team and request an ESY determination. Schools cannot deny ESY on cost alone.

Do I have to sign the IEP at the meeting?

No. Never feel pressured to sign at the meeting if you need more time. At most schools, a signature line means you attended, not that you agree with the plan. Read the exact language carefully. You can ask for time to review the document, consult an advocate, and reconvene. Request any changes you want in writing before signing anything that implies agreement.

What happens to my child's IEP when they move to a new school or district?

If you move within the same state, the new district must provide services comparable to the existing IEP right away while it decides whether to adopt that IEP or write a new one. If you move to a different state, the new district must also provide comparable services while it runs its own evaluation and writes a new IEP. Your child cannot be left without services while the new district processes paperwork.

Can a child be removed from an IEP if the school says they've made enough progress?

A child can be found no longer eligible at a triennial reevaluation if the team decides, based on evaluation data, that they no longer have a disability or no longer need special education. That decision requires your consent and must be backed by data. You have the right to an IEE if you disagree. A child cannot be dropped from an IEP without a formal reevaluation, and you must receive Prior Written Notice.

What is Prior Written Notice (PWN) and why does it matter?

PWN is written documentation the school must provide whenever it proposes to start, change, or refuse a service, evaluation, or placement. It must explain what the school is doing, why, what data it relied on, and what alternatives it considered. PWN matters because it builds a paper trail and triggers your right to respond or dispute. Schools that make decisions without issuing PWN are violating IDEA's procedural rules.

How do I find a parent advocate for IEP meetings?

Start with your state's Parent Training and Information (PTI) center, federally funded under IDEA and listed at the Center for Parent Information and Resources (parentcenterhub.org). Your state's Protection and Advocacy (P&A) organization provides free legal advice on disability rights. Autism Speaks and local autism organizations often keep referral lists. Educational advocates (non-attorney) usually charge $75 to $200 per hour, but many PTI centers provide free support.

What is the Endrew F. decision and why does it matter for my child's IEP?

Endrew F. v. Douglas County School District (2017) is a Supreme Court decision that raised the legal standard for what counts as an appropriate education under IDEA. The Court held that an IEP must be 'appropriately ambitious in light of the child's circumstances,' more than provide minimal or trivial benefit. This gives families stronger legal ground to push for stronger goals and services when a school proposes something they believe is insufficient.

Can a child with autism also have an IEP for dyslexia or other learning disabilities?

Yes. A child can be eligible under more than one IDEA disability category, or be found eligible under autism while the IEP also addresses co-occurring learning disabilities. The IEP must address every area where the disability adversely affects educational performance, including reading, math, writing, communication, and behavior. If you suspect co-occurring dyslexia, ask that the school's evaluation include phonological processing and reading fluency assessments.

Sources

1. U.S. Department of Education, Individuals with Disabilities Education Act (IDEA) statute, 20 U.S.C. § 1400 et seq.: IDEA autism eligibility definition, required IEP components, evaluation timelines, procedural safeguards including stay-put, LRE, and ESY requirements
2. U.S. Department of Education, Office for Civil Rights, Section 504 of the Rehabilitation Act: Section 504 provides accommodations but does not guarantee specialized instruction; different enforcement structure than IDEA
3. U.S. Department of Education, IDEA Procedural Safeguards, ED.gov: Parent rights to IEE at public expense, state complaints, mediation, and due process; school must issue Prior Written Notice for any proposed or refused action
4. National Center on Intensive Intervention, IEP Goal Writing Guide, American Institutes for Research: Measurable IEP goals must include condition, learner behavior, criterion, and measurement method
5. Endrew F. v. Douglas County School District, 580 U.S. 386 (2017), Supreme Court of the United States: Supreme Court held IEP must be 'appropriately ambitious in light of the child's circumstances' and that 'every child should have the chance to meet challenging objectives'
6. Laugeson, E.A. et al. (2012), PEERS social skills intervention, Journal of Autism and Developmental Disorders: PEERS program produced significant improvements in social skills knowledge and social responsiveness for adolescents with ASD
7. U.S. Department of Education, Family Educational Rights and Privacy Act (FERPA): Parents have the right to inspect and review education records, and schools must comply within 45 days of a request
8. Center for Parent Information and Resources (CPIR), federally funded Parent Training and Information Centers directory: Federally funded PTI centers in every state provide free or low-cost support to parents navigating IEP and special education processes
9. National Disability Rights Network (NDRN), Protection and Advocacy organizations directory: Federally funded Protection and Advocacy organizations provide free legal advice and representation for disability rights issues including IEP disputes
10. Nation, K. et al. (2006), Reading comprehension and autism, Journal of Child Psychology and Psychiatry, 47(8):824-832: A substantial proportion of children with autism have significant reading comprehension difficulties even when word-level decoding is intact; hyperlexia is also documented in this population
11. American Academy of Pediatrics, clinical guidance on autism spectrum disorder, Pediatrics: AAP recognizes applied behavior analysis as an evidence-based treatment approach for autism spectrum disorder
12. U.S. Department of Education, IDEA Part B Regulations, 34 C.F.R. Part 300: Regulations specify continuum of placements, LRE requirements, transition planning requirements beginning at age 16, and annual IEP review requirements