(c) Pervasive Developmental Disorder—Not Otherwise Specified autism spectrum disorder as defined by the most recent publication of the Diagnostic and Statistical Manual of Mental Disorders (DSM) or a pervasive developmental disorder as defined in any previous edition of the DSM.” SECTION 3. This act takes effect upon approval by the Governor. / Renumber sections to conform. Amend title to conform. LEON HOWARD for Committee. STATEMENT OF ESTIMATED FISCAL IMPACT Explanation of Fiscal Impact Introduced on February 16, 2017 State Expenditure This bill creates a uniform definition for ASD to be applied to the South Carolina Intellectual Disability, Related Disabilities, Head Injuries, and Spinal Cord Injuries Act, §44-20-10 et seq., Accident and Health Insurance, §38-71-10 et seq., and Education of Physically and Mentally Handicapped Children, §59-21-510 et seq. Current law defines autism or ASD in a slightly different manner under each of these code sections. The bill does not alter the function of §§44-20-10 et seq. and 38-71-10 et seq. nor does it fiscally or operationally impact the Department of Disabilities and Special Needs, the Department of Insurance, and the Public Employee Benefit Authority. Therefore, the bill would not have an expenditure impact for these agencies. However, the amended definition of autism spectrum disorder in §59-21-510 of this bill potentially may affect the number of students classified as pupils with autism for purposes of EFA funding. This determination provides the highest classification weight of 2.57 in the weighted pupil units calculation used to allocate EFA funding. National and state data report the number of children diagnosed with ASD is growing. If the number of students classified as pupils with autism increases, the allocation of EFA funding to school districts may shift depending on the classification decisions made at the school district level. We expect that regulation number 43-243, Special Education, Education of Students with Disabilities, used by school districts to determine student classifications, encompasses the same diagnoses that fall within the amended definition of ASD. However, if the number of students classified as pupils with
(c) Pervasive Developmental Disorder—Not Otherwise Specified autism spectrum disorder as defined by the most recent publication of the Diagnostic and Statistical Manual of Mental Disorders (DSM) or a pervasive developmental disorder as defined in any previous edition of the DSM.” SECTION 3. This act takes effect upon approval by the Governor. / Renumber sections to conform. Amend title to conform. LEON HOWARD for Committee. STATEMENT OF ESTIMATED FISCAL IMPACT Explanation of Fiscal Impact Introduced on February 16, 2017 State Expenditure This bill creates a uniform definition for ASD to be applied to the South Carolina Intellectual Disability, Related Disabilities, Head Injuries, and Spinal Cord Injuries Act, §44-20-10 et seq., Accident and Health Insurance, §38-71-10 et seq., and Education of Physically and Mentally Handicapped Children, §59-21-510 et seq. Current law defines autism or ASD in a slightly different manner under each of these code sections. The bill does not alter the function of §§44-20-10 et seq. and 38-71-10 et seq. nor does it fiscally or operationally impact the Department of Disabilities and Special Needs, the Department of Insurance, and the Public Employee Benefit Authority. Therefore, the bill would not have an expenditure impact for these agencies. However, the amended definition of autism spectrum disorder in §59-21-510 of this bill potentially may affect the number of students classified as pupils with autism for purposes of EFA funding. This determination provides the highest classification weight of 2.57 in the weighted pupil units calculation used to allocate EFA funding. National and state data report the number of children diagnosed with ASD is growing. If the number of students classified as pupils with autism increases, the allocation of EFA funding to school districts may shift depending on the classification decisions made at the school district level. We expect that regulation number 43-243, Special Education, Education of Students with Disabilities, used by school districts to determine student classifications, encompasses the same diagnoses that fall within the amended definition of ASD. However, if the number of students classified as pupils with
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