child and family due to the regression in skills related to communication, academics, and

socialization, and more importantly, in behaviors. The long-term impact of a cessation in

services is the need for more expensive and extensive services throughout the lifespan of an

individual with autism. Educational services increase independence and reduce the costs of

supporting individuals over time. Positive Behavior Support is a broad range of systemic and

individualized strategies for achieving important social and learning outcomes while preventing

problem behavior. Scientific study of the use of functional behavioral assessments and positive

behavioral supports has proven that they reduce target behaviors. Functional Behavioral

Assessments and Positive Behavioral Strategies remain the "best practice" and should be

considered a central component of special education programming.

Rationale: When Congress originally enacted P.L. 94-142, The Education for All Handicapped

Children Act, in 1975, Congress authorized the federal government to pay 40% of each state’s

"excess cost" of educating children with disabilities. While the law has been implemented the

intended federal/state/local cost-sharing partnership has not because Congress never lived up to

its financial obligation. Local communities and states have paid a higher proportion of the

special education costs, however this funding has not been enough. The underfunding of IDEA

results in more than 35,000 teachers without appropriate licenses teaching students with autism

and other disabilities each year because funds are not available to recruit and train qualified

teachers. (Council for Exceptional Children, 2000) Stagnant research funding results in students

with autism and other disabilities not reaching their potential because research-based educational methods and strategies are not available in schools. Infants and toddlers with autism are not

receiving developmentally appropriate early intervention services due to inadequate funding.

Finally, the lack of proper funding for special education services has also the unintended

consequence of pushing parents into legal proceedings in order to obtain appropriate services,

making the special education system highly litigious and forcing school systems to place more

emphasis on procedure, thereby increasing complaints about the level of paperwork associated

with special education.

Rationale: A one-year IEP ensures school system accountability for measurable goals and

objectives and ensures that student progress is continually and consistently evaluated. Students

with autism spectrum disorders can make very quick progress with the appropriate education and

services, and goals should therefore be monitored and reevaluated on a regular basis. Likewise,

it is vital that programming for students with autism who are not progressing be continually

revisited to make programmatic changes. A three-year IEP, which has been recommended by

some advocacy groups, would undermine the educational progress of students with autism and

diminish school accountability. Efforts should be made to maintain the one-year IEP, but reduce

the paperwork for educators, related service providers, and administrators.