42 U.S.C. § 280i–1 — Autism education, early detection, and intervention

(a) Purpose. This section aims to (1) raise awareness, cut barriers to screening and diagnosis, promote evidence-based care, and train professionals to use reliable screening tools for autism spectrum disorder (ASD) and other developmental disabilities across a person's life — with focus on children who miss early diagnosis and treatment; and (2) run these activities using an interdisciplinary approach, as used in Social Security Act section 501(a)(2) programs. (b) In general. Subject to funding, the Secretary must build and evaluate activities to (1) share culturally and linguistically appropriate information on ASD and developmental milestones; (2) fund research — including community-based research — into reliable screening and diagnostic tools, and share information about them; (3) promote early screening for people more likely to have ASD, as early as evidence supports; (4) promote evidence-based screening and treatment across the lifespan, considering parents' and guardians' views; (5) grow the number of people able to confirm or rule out an ASD diagnosis; (6) grow the number of people able to deliver evidence-based treatment; and (7) promote early evidence-based treatment for those more likely to have ASD. (c) Information and education. (1) In general. To carry out (b)(1), the Secretary, with the Secretaries of Education and Agriculture, must share culturally and linguistically appropriate information on ASD risk factors, traits, diagnosis, and treatment, reaching families through (A) federal programs — Head Start, Early Start, Healthy Start, Child Care and Development Block Grant programs, Medicaid (especially its Early and Periodic Screening, Diagnosis and Treatment Program), CHIP, the Maternal and Child Health Block Grant, IDEA Parts B and C, WIC, and Rehabilitation Act state grants; (B) state-licensed child care facilities; and (C) other community groups or entry points for families. (2) Lead agency. (A) Designation. The Secretary may require a state's governor to (i) name a public agency as the state's lead coordinating agency, and (ii) have that agency give individuals, families, providers, and others in the state complete, appropriate information on state and local ASD resources, risk factors, diagnosis, services (which may include caregiver respite care), and treatment. (B) Requirements of agency. The governor must (i) pick an agency with real experience in ASD and disability issues and in running education, information, and referral programs for this community statewide, and (ii) consider input from people with ASD and developmental disabilities, their families, providers, and others. (C) Information. That information must reach people through toll-free numbers, websites, mailings, or other means the governor requires. (d) Tools. (1) In general. The Secretary must build a continuing-education curriculum to help people recognize and use valid, reliable ASD screening tools. (2) Collection, storage, coordination, and availability. Working with the Secretary of Education, the Secretary must collect, store, coordinate, and share these tools and related materials used across federal programs, plus materials from (A) Developmental Disabilities Assistance and Bill of Rights Act programs, (B) IDEA Part C early intervention programs, and (C) Title V children's special-health-needs programs. (3) Required sharing. The Secretary and the Secretary of Education must ensure entities funded under this subsection share these tools and materials. (e) Diagnosis. (1) Training. Subject to funding, and coordinating with Title V activities, the Secretary must grow existing interdisciplinary training so more sites can diagnose or rule out ASD and other developmental disabilities across the lifespan, making sure (A) competitive grants or agreements fund public or nonprofit groups, including colleges, to expand or build maternal and child health interdisciplinary leadership training programs; (B) trainees (i) get a mix of academic, clinical, and community experience, (ii) are culturally competent, (iii) are ethnically diverse, (iv) can evaluate, diagnose, and treat ASD and developmental disabilities across the lifespan, and (v) can use a family-centered approach, which may include working with research networks to train respite-care providers; and (C) program sites (i) offer culturally and linguistically appropriate services, (ii) take a multidisciplinary approach with experience serving underserved groups, and (iii) find ways to partner with community groups. (2) Developmental-behavioral pediatrician training programs. (A) The Secretary may favor applicants running these programs in rural or underserved areas. (B) "Underserved area" means (i) a health-professional shortage area under 42 U.S.C. § 254e(a)(1)(A), or (ii) an urban or rural area the Secretary designates as short on personal health services under 42 U.S.C. § 254b(b)(3)(A). (C) Within 2 years after December 23, 2024, the Secretary must report to Congress on whether and how to expand these training programs. (3) Technical assistance. The Secretary may fund grants to give technical help to the interdisciplinary training network. (4) Best practices. The Secretary must promote research into better tools for diagnosing ASD and other developmental disabilities faster and earlier. (f) Intervention. The Secretary must fund research, including through research centers or networks, to (1) develop and test evidence-based practices addressing physical, behavioral health, and communication needs across the lifespan; (2) build guidelines for these practices; and (3) share information on the practices and guidelines. (g) Sunset. This section stops applying after September 30, 2029.