Texas Sped Abbreviations

Texas IDEA eligibility category for students with autism spectrum disorder. Requires documentation of social communication deficits and restricted/repetitive behaviors. Distinct from the clinical DSM-5 diagnosis — eligibility requires adverse educational effect.

Eligibility for students with concurrent hearing and visual impairments. The combination creates severe communication and educational needs that cannot be accommodated in programs for either impairment alone.

Texas eligibility category for persistent emotional/behavioral conditions adversely affecting education. Texas uses Emotional Disability (ED) — IDEA uses the term "Emotional Disturbance" but Texas ARD documents, FIEs, and district systems use Emotional Disability. Includes schizophrenia; explicitly excludes social maladjustment unless co-occurring ED is also present. One of the most complex differential diagnoses in evaluation practice.
⚠️ Texas = Emotional Disability; IDEA = Emotional Disturbance

Eligibility for students with permanent or fluctuating hearing loss (not covered under Deaf-Blind) that adversely affects educational performance. Includes hard of hearing and deaf students.

Common shorthand encompassing students with hearing loss across the severity spectrum — from mild/moderate hearing loss (hard of hearing) to profound loss (deaf). Not a separate TEA eligibility category; students are served under HI (Hearing Impairment) on ARD documents. D/HH is widely used in practice, staffing titles (DHH Teacher), and program names. Texas has specialized D/HH cooperative programs through ESCs and the Texas School for the Deaf (TSD) in Austin.

Eligibility requiring significantly below-average intellectual functioning (typically SS ≤ 70–75) AND significant deficits in adaptive behavior, both present before age 18. Formerly called Mental Retardation (MR) — terminology changed under Rosa's Law (2010).

Eligibility for students with two or more concurrent disabilities that together cause severe educational needs not accommodated by single-disability programs. ID + physical impairment is a common combination. Not the same as having multiple diagnoses.

Eligibility for students with severe physical impairment adversely affecting educational performance. Includes impairments caused by congenital anomaly, disease, or other causes (e.g., cerebral palsy, amputations, fractures/burns causing contractures).

Broad IDEA category covering chronic or acute health conditions that result in limited strength, vitality, or alertness. ADHD is most commonly served under OHI. Also covers epilepsy, diabetes, asthma, sickle cell, Tourette syndrome, and others.

Texas eligibility category for communication disorders including articulation, fluency (stuttering), voice, and language disorders that adversely affect educational performance. Texas uses SI — not SLI — as the official eligibility label. Often served with speech-language therapy as the primary related service.

Most common IDEA eligibility category. Sometimes shortened to LD (Learning Disability) informally, though SLD is the correct IDEA term. Covers disorders in one or more basic psychological processes involved in understanding or using spoken/written language. Texas subcategories include: Basic Reading Skills, Reading Fluency, Reading Comprehension, Math Calculation, Math Problem Solving, Written Expression, Oral Expression, and Listening Comprehension. Dyslexia and dysgraphia are documented within this category.

Eligibility for students with acquired brain injury from external physical force resulting in functional disability affecting educational performance. Does not include congenital or degenerative brain injury or birth trauma.

Eligibility for students with visual impairment that, even with correction, adversely affects educational performance. Includes both partial sight and blindness.

Texas eligibility option for children ages 3–5 (and sometimes up to age 7) with developmental delays who do not yet fit a specific IDEA category. Allows early intervention without requiring premature categorical labeling. Must be re-evaluated for categorical eligibility before or at age 8 in most districts.

Eligibility term for young children (ages 3–9 in Texas, with state discretion) experiencing delays in physical, cognitive, communication, social/emotional, or adaptive development that require special education. In Texas, young children may be served under Non-Categorical (NC/NCAT) rather than DD — Texas uses the NC/NCAT designation for ages 3–5 rather than the federal DD category in most districts. Sometimes seen interchangeably with NCAT in Texas ARD documents.

Clinical and research term for a persistent language disorder not explained by another condition. DLD is not a Texas eligibility category — it does not appear on ARD documents or TEA eligibility lists. In Texas practice, students with DLD characteristics are evaluated and served under the SI (Speech Impairment) eligibility category. Diagnosticians should document DLD characteristics in the FIE narrative but route to SI for eligibility purposes.
Not a Texas eligibility category — routes to SI

Older academic/research term for language disorder in the absence of other explanatory conditions. Now largely replaced by DLD in the research literature. Not used as a Texas eligibility category — Texas uses SI. Evaluators and ARD documents should use SI.

Comprehensive psychoeducational evaluation conducted to determine IDEA eligibility. In Texas, must cover all areas of suspected disability and be completed within 45 calendar days of written parental consent. The written report documenting the evaluation is also called the FIE.

Structured review of existing data conducted before a reevaluation (and at initial evaluation when appropriate) to determine what additional data are needed. The ARD committee reviews current assessments, grades, observations, teacher input, and related data. A REED can result in a determination that no additional testing is needed.

First IDEA evaluation for a student — never previously evaluated for special education eligibility. Requires written parental consent and must be completed within 45 calendar days. Triggers a 30-day window for the initial ARD after completion.

Required at least every three years for students currently receiving special education services. Must determine whether student continues to have a disability and needs special education. Can be conducted more frequently if conditions warrant. May be completed via REED alone if sufficient data exist.

Evaluation principle requiring that eligibility decisions be based on multiple data points, not any single test score. In Texas, the FIE must document convergent data from standardized assessments, observations, records, teacher/parent input, and relevant historical data.

SLD identification approach documenting a specific pattern of cognitive processing weaknesses accompanied by academic underachievement inconsistent with overall ability. Texas TAC §89.1040 lists PSW as one permissible SLD identification method. Several models exist (Flanagan DD/C, Dehn PSWM/PPA, C-SEP).

Assessment approach allowing scores from multiple batteries to be interpreted together within the CHC theoretical framework. Developed by Flanagan and colleagues. Useful when a single battery does not provide sufficient coverage of relevant cognitive abilities.

Dominant psychometric theory of cognitive abilities underlying most modern intelligence batteries (WJ-V, WISC-V, KTEA-3, WIAT-IV). Organizes abilities into broad (e.g., Gc, Gf, Gs, Gwm, Glr, Gv) and narrow abilities. Provides the theoretical framework for CHC-based SLD identification approaches.

SLD identification framework developed by Dr. Edward Schultz and Dr. Tammy Stephens. Focuses on whether a student's academic pattern is concordant (consistent) with or discordant from what would be expected given their cognitive profile and intervention response. Philosophically closer to RTI than traditional PSW; legally defensible and parent-friendly.

Tiered instructional framework providing increasingly intensive supports. RTI data (progress monitoring, intervention dosage, fidelity) are a required data source for SLD evaluation in Texas. MTSS is the broader umbrella term; RTI typically refers to the academic tier. Tier 3 non-responders with persistent deficits may warrant a referral for a full evaluation.

Brief, standardized, repeated assessments used to monitor student progress in academic areas (reading fluency, math facts, writing). Common CBM tools include DIBELS, AimsWeb, and easyCBM. CBM data are critical supporting evidence in SLD evaluations, particularly for documenting intervention response.

Required IDEA notice provided to parents whenever the district proposes or refuses to initiate or change the identification, evaluation, educational placement, or provision of FAPE. Must describe: the action, why, data used, options considered, and procedural safeguards. Must be given before implementing any change.

Evaluation conducted by a qualified examiner not employed by the district, requested by parents who disagree with — or did not reach consensus on — the district's evaluation. The district must either agree to fund it at public expense or file for due process to defend its own evaluation. The ARD committee must consider IEE results but is not required to accept the findings or change its eligibility determination. Evaluators should be prepared to explain their methodology and data when an IEE is requested. See also: FIIE (below) — the district's initial evaluation that an IEE may be requested in response to.

The initial full individual evaluation conducted by the district to determine a student's eligibility for special education for the first time. The FIIE is the district's own evaluation — not an independent one. When parents do not agree with or reach consensus on the FIIE results, they may request an IEE (Independent Educational Evaluation) at public expense. The ARD committee makes the eligibility determination based on FIIE data; the FIIE is the evidentiary foundation for that decision.

Required eligibility prong under IDEA — the disability must adversely affect educational performance and necessitate specially designed instruction. A diagnosis alone does not establish eligibility. Evaluators must document the functional impact in the classroom, not just the test scores.

IDEA requirement that SLD not be primarily explained by: visual/hearing/motor impairment, ID, emotional disturbance, cultural or environmental factors, limited English proficiency, or lack of appropriate instruction. Evaluators must explicitly document consideration and ruling out of each factor in the FIE.

Current Texas credentials for school psychologists. Texas no longer uses the LSSP (Licensed Specialist in School Psychology) designation — practitioners are now credentialed as LSP (Licensed School Psychologist) or SP (School Psychologist) depending on the credential type. Required for certain assessments and evaluations in Texas public schools, including neuropsychological batteries and complex AU/ED profiles. Licensed through the Texas State Board of Examiners of Psychologists.
⚠️ Texas no longer uses LSSP — now LSP or SP

Mental health licensure in Texas. Some LPCs work in school settings providing counseling-related services. Distinct from school counselors (who hold educator certification) and LSPs/SPs. May provide therapy or counseling as a related service on an IEP.

Federal law governing special education services for students ages 3–21. Establishes the right to a free appropriate public education (FAPE) in the least restrictive environment (LRE). Most recently reauthorized in 2004 (IDEA 2004). Texas special education rules implement IDEA through Texas Administrative Code (TAC) Chapter 89.

Core IDEA entitlement — special education and related services provided at public expense, under public supervision, meeting state standards, including appropriate preschool, elementary, or secondary education, and conforming to the IEP. "Appropriate" does not mean optimal — the Endrew F. standard (2017) requires programs reasonably calculated to enable meaningful educational progress.

IDEA requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate. Removal from the general education environment must be justified by the nature or severity of the disability. The continuum of placement options must be available and documented as considered.

State administrative rules implementing Texas law. Chapter 89 (TAC §89) governs special education in Texas. TAC §89.1040 specifically covers evaluation, eligibility, and IEP requirements for students with disabilities. Updated periodically by the Texas Education Agency (TEA).

State agency responsible for overseeing K–12 public education in Texas. Provides guidance, monitors districts for IDEA compliance, approves state special education policies, and houses the Division of Special Education. Publishes the Texas Dyslexia Handbook, TEDS guidance, and other key resources.

Federal office within the U.S. Department of Education that administers IDEA. Issues policy letters, guidance documents, and monitors state compliance with IDEA. OSEP's Dear Colleague Letters carry significant interpretive weight in special education practice.

Federal law protecting the privacy of student education records. Parents have the right to inspect, review, and request amendment of records. Schools must obtain written consent before disclosing records to outside parties (with certain exceptions). Applies to all students, not just those with disabilities.

Civil rights law prohibiting discrimination against individuals with disabilities by programs receiving federal funding. Broader disability definition than IDEA — does not require adverse educational effect or SDI. Students who do not qualify for IDEA services may still receive 504 accommodations. Administered by OCR, not OSEP.

Broad federal civil rights law prohibiting discrimination against individuals with disabilities in employment, public accommodations, and services. In K–12 education, ADA and Section 504 largely overlap. More directly relevant to post-secondary settings and employment in transition planning.

Texas law requiring districts to screen students for dyslexia and related disorders beginning in kindergarten, provide appropriate instruction for identified students, and report data to TEA. Operationalized through the Texas Dyslexia Handbook (most recently updated 2024). Requires districts to use structured literacy approaches for identified students.

IDEA dispute resolution mechanism where an impartial hearing officer rules on disagreements between parents and districts regarding evaluation, eligibility, placement, or services. Formal and adversarial — a Texas Education Agency Special Education Hearing Officer presides. Mediation should typically be attempted first.

Formal written allegation filed with TEA that a district has violated IDEA. TEA must investigate and issue a written decision within 60 days. Less adversarial than due process. Available to parents, organizations, and individuals. An alternative or complement to due process for systemic or procedural violations.

Required IDEA document explaining parent rights related to their child's special education. Must be provided at least once per year, upon initial referral, upon each reevaluation, when a complaint is filed, and upon any disciplinary action. Sometimes called NOPE (Notice of Procedural Safeguards) informally. Must be in the parent's primary language.

TEA's data framework specifying how student information — including disability category, placement, and services — must be coded and reported. TEDS codes are used in TSDS (Texas Student Data System) and directly affect state/federal compliance reporting. Districts must code eligibility categories using official TEDS codes.

Written document developed by the ARD committee outlining a student's special education program. Required components: present levels (PLAAFP), measurable annual goals, special education and related services, accommodations/modifications, participation in general education, ESY determination, and transition (age 14+). Must be reviewed at least annually.

Texas term for the IEP team. The ARD committee makes eligibility, placement, and programming decisions for students with disabilities. Required members include: parents, at least one general education teacher, at least one special education teacher, a district representative, someone who can interpret evaluation results, and the student (when appropriate).

Required IEP section describing how the student currently performs in academic and functional areas. Must describe how the disability affects involvement in the general curriculum. Serves as the baseline from which annual goals are written. Sometimes called PLOP (Present Levels of Performance) or PLP.

Adapting the content, methodology, or delivery of instruction to address the unique needs of a student with a disability. SDI is the defining feature of special education — it goes beyond accommodation to actually modify how or what is taught. Must be delivered by or under the supervision of a qualified special education teacher.

Special education services provided beyond the standard school year for students who would otherwise experience significant regression and have difficulty recouping skills. The ARD determines ESY eligibility annually. ESY is not summer school — it is a FAPE requirement for qualifying students.

Plan developed to address problem behaviors identified through a Functional Behavioral Assessment (FBA). Required when a student's behavior impedes learning (theirs or others') or when a student with a disability is subject to certain disciplinary actions. Includes replacement behaviors, reinforcement strategies, and environmental modifications.

Process for identifying the function (purpose) of a student's challenging behavior — escape, attention, tangible, sensory. Includes record review, interviews, direct observation, and data collection. Required before or during certain disciplinary situations (10+ day removal). Informs BIP development. See also: ABC data, scatter plot.

Required ARD meeting when a student with a disability faces a disciplinary change of placement (typically 10+ cumulative days of removal). The team determines whether the behavior was caused by or had a direct and substantial relationship to the student's disability, or resulted from the district's failure to implement the IEP. If yes = manifestation; student returns to placement and FBA/BIP must be addressed.

Process allowing IEP changes between ARD meetings with written parent agreement (and after the initial ARD). Not all changes can be made by amendment — placement decisions require a full ARD meeting. A PWN must be issued for any proposed change. Some districts use Frontline or other platforms to process amendments.

Required for initial evaluation, initial placement in special education, and certain reevaluations. Under IDEA, consent is informed, voluntary, and can be revoked. For initial placement, consent means the parent has been fully informed and agrees in writing. Revoking consent for services stops services but does not erase prior eligibility determinations.

See PWN in the Evaluation Process section. Also issued for IEP changes, placement decisions, and service changes — not just evaluation decisions.

Regular education classroom and curriculum. The LRE presumption is that students with disabilities are educated in general education with appropriate supports. Percentage of time in general education is reported to the state and affects federal compliance metrics.

Special education setting where students receive services outside the general education classroom for a portion of the day. Typically used for targeted academic support (reading, math, writing). Texas reports placement by percentage of time outside general education — resource room students are generally outside gen ed less than 40% of the day.

Separate classroom setting where students with disabilities receive the majority of instruction (typically 60%+ outside gen ed). Used for students with significant support needs that cannot be met in less restrictive settings. Must be justified in the IEP with documentation that less restrictive settings were considered.

Service delivery model where a general education teacher and special education teacher share responsibility for instruction in the same classroom. Models include: One Teach / One Support, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching. Effective co-teaching requires planning time and clear role definition.

Texas alternative placement for students removed from their regular campus due to disciplinary reasons. Students with IEPs placed in DAEP must continue receiving FAPE services. The ARD committee must determine appropriate services during DAEP placement. A separate DAEP ARD is typically required.

Texas alternative education setting for students adjudicated in the juvenile justice system. Students with disabilities placed in JJAEP retain IDEA rights. Receiving districts must coordinate with the home district to ensure IEP continuity. Often involves complex interagency coordination.

Educational services provided at home or in a hospital setting for students unable to attend school due to medical or psychiatric conditions. Requires physician documentation. Students with IEPs continue to receive FAPE; the ARD determines how services will be provided during this placement.

Most restrictive placement on the LRE continuum — student lives and is educated at a residential facility. Must be the least restrictive setting where FAPE can be provided. District is responsible for funding if the residential placement is required for educational (not medical/psychiatric-only) reasons.

Comprehensive norm-referenced battery with three co-normed instruments: WJ-V COG (cognitive abilities), WJ-V ACH (academic achievement), and WJ-V OL (oral language). Grounded in CHC theory. Widely used in Texas diagnostician practice for SLD, ID, and bilingual evaluations. Includes the Batería V (Spanish version).

Most widely used individually administered intelligence test for children ages 6–16. Yields FSIQ and five index scores: VCI, VSI, FRI, WMI, PSI. The WISC-V is commonly used in Texas for cognitive assessment in SLD, ID, OHI, and TBI evaluations. The WPPSI-IV extends coverage to ages 2:6–7:7.

Intelligence battery for ages 2:6–7:7. Commonly used for early childhood evaluations (EC/NCAT) and young elementary students. Index scores vary by age band — not all composites are available for all ages. Working Memory Index on WPPSI-IV is visual (not auditory) — differs from WISC-V interpretation.

Comprehensive academic achievement battery co-normed with WISC-V. Covers reading, written expression, math, and oral language. Commonly used in Texas for SLD evaluations. Includes dyslexia-relevant subtests (Pseudoword Decoding, Word Reading, Reading Fluency) and math fluency composites (MFA, MFS, MFM).

Comprehensive academic achievement battery for ages 4–25. Provides error analysis and includes reading-related composites useful for dyslexia documentation. Co-normed with KABC-II. Used in Texas for SLD, dyslexia, and bilingual evaluations. Includes Spanish accommodations and is appropriate for EB students with KABC-II pairing.

Cognitive battery for ages 3–18, co-normed with KTEA-3. Offers both CHC and Luria interpretive frameworks. The Nonverbal Index (NVI) is useful for bilingual/EB evaluations where verbal demands should be minimized. Commonly paired with KTEA-3 in Texas bilingual assessment practice.

Measures phonological awareness, phonological memory, and rapid naming for ages 4–24. Core dyslexia assessment tool — the three composites map directly to the phonological processing deficit core of dyslexia. Frequently used in Texas alongside WJ-V, WIAT-IV, or KTEA-3 for SLD-Basic Reading Skills/Dyslexia evaluations.

Measures orthographic processing skills — spelling patterns, word recognition, and written word knowledge — not covered adequately by most broad achievement batteries. Useful for differentiating dysgraphia profiles and documenting orthographic processing weaknesses in SLD-Written Expression evaluations.

Rating scale measuring adaptive behavior across conceptual, social, and practical domains for ages 0–89. Required for ID eligibility determination — both cognitive and adaptive behavior deficits must be documented. Multiple rater forms: parent, teacher, and adult self-report. Yields a General Adaptive Composite (GAC).

Behavior rating scale measuring ADHD symptoms and related behaviors across raters (parent, teacher, self). T-scores with clinical thresholds. Updated DSM-5 alignment. Used in Texas for OHI/ADHD eligibility documentation. Cross-informant agreement (or disagreement) should be explicitly addressed in the FIE.

Neuropsychological battery for ages 3–16 covering six domains: Attention/Executive Functioning, Language, Memory/Learning, Sensorimotor, Social Perception, and Visuospatial. Typically administered by LSPs / SPs (school psychologists). Used for complex profiles including AU, ED, and TBI. Subtests are selected based on referral questions — full battery administration is rare.

Measures auditory processing abilities for ages 5–21. Useful for documenting phonological memory and auditory processing concerns in SLD and SI evaluations. Covers basic auditory skills, auditory memory, and auditory cohesion. TAPS-3:SBE (Spanish Bilingual Edition) is retained for bilingual assessment use.

Comprehensive norm-referenced math battery covering Basic Concepts, Operations, and Applications across 10 subtests. Entirely untimed — isolates conceptual and procedural knowledge from fluency. Most comprehensive math battery available for dyscalculia evaluations. Should be paired with a timed fluency measure to capture the full domain profile.

Bilingual language proficiency measure assessing oral language and reading/writing skills in English and Spanish. Used to establish language dominance and proficiency for EB students in psychoeducational evaluations. A difference of ≥15 points between languages on comparable scales indicates dominant language. Paired with Batería IV for comprehensive bilingual evaluations.

Texas state assessment measuring English language proficiency for Emergent Bilingual (EB) students in grades K–12. Rating levels: Beginning, Intermediate, Advanced, Advanced High. TELPAS composite and domain ratings (Listening, Speaking, Reading, Writing) are valuable context data in bilingual psychoeducational evaluations — they document English proficiency level and language development trajectory.

Brief 9-item self-report scale (Carey et al., 2017) measuring math anxiety in children and adolescents, ages 8–18. Scores range 9–45. Freely available (not a commercial instrument). Used to differentiate math anxiety–primary presentations from dyscalculia-primary profiles. Elevated mAMAS alongside low fluency may indicate dual presentation.

Brief, standardized CBM measures for early literacy (oral reading fluency, nonsense word fluency, phoneme segmentation, etc.). Widely used for universal screening and progress monitoring in K–6 MTSS/RTI. DIBELS data in evaluation files provide important convergent evidence for or against reading disability.

Texas state accountability assessment measuring grade-level academic readiness. STAAR performance (including raw scores, scale scores, and performance levels) is a required data point in FIE reports documenting academic functioning. Students with IEPs may receive testing accommodations or take alternate assessments (STAAR Alt 2).

Texas alternate state assessment for students with the most significant cognitive disabilities (typically ID with significant adaptive behavior deficits). Eligibility for STAAR Alt 2 is an ARD decision documented in the IEP. No more than 1% of all students in a district may take alternate assessments under IDEA federal rules.

Federal law protecting the privacy and security of individually identifiable health information held by covered health care entities. HIPAA generally does not apply to public schools — school student records are governed by FERPA, not HIPAA. However, HIPAA does apply to outside providers (physicians, hospitals, private therapists) when they send medical records to schools. When requesting records from a doctor or clinic, HIPAA governs their disclosure; once those records enter the student's school file, FERPA governs. Often misspelled "HIPPA" — the correct spelling is HIPAA.
School records = FERPA; outside medical records = HIPAA

Licensed professional providing speech-language therapy as a related service on IEPs. In Texas public schools, SLPs hold both a state education certificate and typically an ASHA Certificate of Clinical Competence (CCC-SLP). Primary service provider for SI eligibility and for students with language goals across other eligibility categories.

Related service addressing a student's ability to access and participate in their educational environment. School-based OT focuses on fine motor skills, visual-motor integration, sensory processing, self-care, and handwriting. An OT evaluation is often warranted when dysgraphia, motor coordination concerns, or sensory processing issues affect educational performance.

Related service addressing gross motor functioning, mobility, and physical access to the educational environment. School-based PT is educationally focused — it supports participation in school activities rather than medical rehabilitation. Often provided for students with OI, MD, or TBI.

Devices and services that help students with disabilities access the curriculum and participate in school. Ranges from low-tech (pencil grips, graphic organizers) to high-tech (text-to-speech software, AAC devices). ARD must consider AT for every student with an IEP. If AT is required for FAPE, the district must provide it at no cost.

Specially designed physical education program for students with disabilities who cannot safely or successfully participate in the general PE curriculum. AdPE is the Texas term; APE (Adapted Physical Education) is also common. Under IDEA, physical education is the only curricular area specifically required — it must be provided to every student with an IEP who needs it. An AdPE specialist conducts assessments and designs individualized programs addressing motor skills, fitness, and game skills. Often relevant for students with OI, MD, AU, ID, and some TBI/HI profiles.

Any method (device, picture system, sign, speech-generating device) used to supplement or replace speech for students with complex communication needs. Commonly used with AU, MD, and TBI students. AAC evaluation and implementation typically involves the SLP. Robust AAC access is a FAPE obligation for students who cannot communicate effectively via speech.

Related service for students with visual impairments teaching safe, independent travel skills using remaining vision, senses, and tools (cane). Provided by a certified O&M specialist. Required for students with VI where independent mobility and orientation are affected.

Specialized educator certified to serve students with VI. Provides expanded core curriculum instruction (braille, assistive technology, independent living, social skills) and consults with general education teachers on modifications. Often serves students across a district or region due to low incidence.

Specialized educator serving students with HI and DB eligibility. May provide direct instruction, itinerant consultation, and communication support. Works closely with audiologists and interpreters. Texas has specialized programs for DHH students through ESCs and the Texas School for the Deaf (TSD).

Counseling as a related service on an IEP addresses the mental health and social-emotional needs that affect educational performance. Distinct from general school counseling — IEP counseling is goal-driven and tied to the disability. Must be provided by a qualified professional (LPC, LSP/SP, licensed social worker, or credentialed school counselor per state standards).

Core FBA data collection framework. Antecedent = what happens before the behavior; Behavior = the observable behavior itself; Consequence = what happens after (what the student gets or avoids). ABC data collected across settings and times helps identify behavioral function.

Variable that temporarily alters the value of a reinforcer and the likelihood of behaviors that have historically produced it. Establishing operations (EOs) increase value; abolishing operations (AOs) decrease it. Understanding MOs helps predict when problem behavior is more or less likely to occur.

BIP intervention strategies: DRI reinforces a behavior physically incompatible with the problem behavior; DRO reinforces the absence of the problem behavior during a set interval; DRL reinforces progressively lower rates of the problem behavior. All are function-based alternatives to punishment-only approaches.

Delivering reinforcement on a fixed-time or variable-time schedule independent of the student's behavior. Reduces motivation for problem behavior by pre-satisfying the function. Particularly effective for attention-maintained and escape-maintained behaviors when paired with extinction.

Tier 2 behavior support intervention where students check in with a trusted adult at the start and end of the school day and receive structured feedback via a Daily Progress Report (DPR). Effective for students who are attention-motivated and respond to adult relationships. Evidence-based within PBIS frameworks.

Tiered, proactive framework for improving social, emotional, and behavioral outcomes across a school. Tier 1 = universal strategies for all students; Tier 2 = targeted supports for at-risk students; Tier 3 = individualized FBA-based interventions. Required by IDEA to be considered when behavior impedes learning.

Measure of reliability between two independent observers coding the same behavior simultaneously. High IOA (typically ≥80%) increases confidence that behavior data accurately represent what is actually occurring. Should be calculated for FBA observational data when feasible, particularly for legal defensibility.

IDEA explicitly excludes social maladjustment as a basis for ED eligibility unless the student also has ED. Social maladjustment typically refers to conduct disorders, gang involvement, or willful rule-breaking without an underlying emotional disorder. Differential diagnosis between ED and social maladjustment is one of the most contested areas in evaluation practice.

Required IEP component beginning at age 14 in Texas (IDEA requires age 16; Texas is more stringent). Includes post-secondary goals in education/training, employment, and independent living. Must be based on age-appropriate transition assessments. Includes coordinated transition services and activities to support goal attainment.

Required foundation for transition planning — evaluates student's interests, preferences, strengths, and needs related to post-secondary goals. Can include formal tools (career inventories, vocational assessments) and informal methods (interviews, observations, situational assessments). Must be conducted by or coordinated with the ARD team.

Required document provided to students when they exit special education through graduation or aging out of IDEA eligibility. Summarizes academic achievement, functional performance, and recommendations for accommodations/supports in post-secondary settings. Useful for students pursuing Section 504 accommodations in college or vocational programs.

State adult services program (in Texas, administered by the Texas Workforce Commission — TWC) providing employment-related supports for individuals with disabilities. Transition-age students may be referred to VR services through their IEP transition plan. VR services include vocational assessment, job training, and supported employment.

Texas state agency administering employment and vocational rehabilitation services. Houses the Division for Blind Services (DBS) and VR services for individuals with disabilities. A key interagency partner for transition planning, particularly for students with significant disabilities.

Texas state agency administering Medicaid, long-term care, and disability services. Relevant to transition planning for students with significant support needs — HHSC programs include Home and Community-Based Services (HCS) and Texas Home Living (TxHmL) waiver programs for individuals with ID/DD. Services are accessed through local LIDDAs (Local Intellectual and Developmental Disability Authorities). Families should begin the HCS waitlist as early as possible — wait times are often several years.

Federal income assistance program for individuals with disabilities who meet financial eligibility criteria. Transition-age students with significant disabilities may qualify upon turning 18. Families should be made aware of the SSI application process as part of transition planning, though this is outside the district's IDEA obligations.

Texas high school graduation pathways. Students with IEPs may follow the standard graduation plan with accommodations or modifications, or the ARD may determine an alternative graduation plan. Graduation requirements must be documented in the transition IEP. A student on a modified curriculum must receive a statement of credits rather than a standard diploma in some cases — ARDs must be clear on the implications.

One of 20 regional educational agencies in Texas providing professional development, curriculum support, and technical assistance to school districts. ESCs also house cooperative special education programs serving low-incidence populations (VI, DHH, severe ID/MD).

Regional ESC serving central Texas including Travis, Williamson, Hays, Bastrop, and surrounding counties. Provides special education technical assistance, professional development, and cooperative programs to districts in the region. Serves central Texas districts in the region.

Professional organization for educational diagnosticians in Texas. Hosts an annual conference bringing together diagnosticians, researchers, and speakers on evaluation, eligibility, and clinical practice topics. TEDA 2026 included key presentations from Codding (dyscalculia CBM), Schreuder (dyscalculia framework), Stanley (language difference/disorder), Garcia-Prats (impact statements), and Schultz/Stephens (C-SEP).

TEA's integrated data system for collecting and reporting student data. Special education data — including eligibility codes, placement percentages, and service hours — are submitted through TSDS and used for state and federal compliance reporting (IDEA Part B SPP/APR indicators). Accurate TSDS coding matters for compliance.

Federal early intervention program for infants and toddlers (birth–age 3) with developmental delays or disabilities. In Texas, ECI is administered through HHSC. At age 3, children transition from ECI to school-district services under IDEA Part B (ages 3–21). The transition process requires a transition meeting and the development of an IEP before the child's third birthday.

The portion of IDEA governing special education services for students ages 3–21. Part B is administered by TEA and implemented by local school districts. The bulk of special education law and practice (FIE, IEP, ARD, LRE, FAPE) operates under Part B. Distinct from Part C (birth–3, ECI).

Federal office enforcing civil rights laws in education programs receiving federal funding, including Section 504 and Title II of the ADA. Parents who believe a district has discriminated against a student with a disability (outside IDEA) may file an OCR complaint. OCR investigations focus on civil rights violations, not IDEA procedural violations (those go to OSEP/TEA).

Leading professional and advocacy organization for dyslexia research, practice, and policy. The IDA definition of dyslexia is recognized in the Texas Dyslexia Handbook and is the standard clinical definition used in Texas evaluations. IDA also provides structured literacy standards and Knowledge and Practice Standards (KPS) for practitioners.

National professional organization for SLPs and audiologists. Certification (CCC-SLP, CCC-A) is the primary national credential for these professionals. ASHA publishes clinical practice guidelines and scope of practice documents relevant to school-based SLPs and audiologists.

National professional organization for school psychologists. Publishes the Model for Comprehensive and Integrated School Psychological Services (NASP Practice Model) and position statements on evaluation, eligibility, and mental health practices. The Nationally Certified School Psychologist (NCSP) credential is NASP's national certification.

Texas community-based agencies designated by HHSC to provide IDD (Intellectual and Developmental Disability) services at the local level. LIDDAs are the entry point for adult IDD services in Texas — including HCS (Home and Community-Based Services) and TxHmL waivers, community support, crisis services, and residential placement coordination. Evaluators do not interact with LIDDAs directly, but this is critical information for families of students with ID: families should contact their local LIDDA as early as possible to get on waitlists, which can be years long.

Williamson County: Bluebonnet Trails Community Services — 844-309-6385 — bbtrails.org
Travis County: Integral Care — 512-472-4357 — integralcare.org
Find your local LIDDA: resources.hhs.texas.gov/directories/lidda
Key resource for families of students with ID — start early