Services

For children with autism spectrum disorder (ASD), early intervention is key.

Early Intensive Developmental and Behavioral Intervention (EIDBI) is a Minnesota Health Care Program (MHCP). The purpose of the benefit is to provide medically necessary early intervention for children, youth and young adults with autism spectrum disorder (ASD) and related conditions. The benefit helps promote people’s independence and participation in family, school and community life. It also helps educate, train and support caregivers and families, as well as improve long-term outcomes and the quality of life for people and their families. For more information on eligibility and how to apply for EIDBI services, see the EIDBI 101 for Families training.

EIDBI 101 is also captioned in Hmong, Somali and Spanish for families.

Schedule a Comprehensive evaluation with a provider in the Directory by searching ‘Early Intensive Developmental and Behavioral Intervention’ and then ‘CMDE assessments.’ The Comprehensive Multi-Disciplinary Evaluation (CMDE) provider will help determine eligibility and medical necessity for EIDBI services.

To make a referral to EIDBI services, complete the EIDBI referral form.

Explore the Pathway to EIDBI Services for Families online tool below to find an EIDBI provider or make a referral to EIDBI services.

• Pathway to EIDBI Services for Families - English
• Pathway to EIDBI Services for Families - Lus Hmoob - Hmong
• Pathway to EIDBI Services for Families - Af Soomaali - Somali
• Pathway to EIDBI Services for Families - Español - Spanish

You can also find EIDBI providers in your area on this map. There is a tab with providers across the state of MN and a specific tab for providers located in the Metro. When you hover over a specific location, you will see the name of the EIDBI provider agency, phone number for referral and a link to their website for more information. Keep in mind that some providers may also offer tele-health services to reach families in remote locations if they are not available in-person.

The EIDBI Welcome Letter for Caregivers provides more information on the program once you get started.

• EIDBI Welcome Letter for Caregivers - English (PDF)
• EIDBI Welcome Letter for Caregivers - Lus Hmoob - Hmong (PDF)
• EIDBI Welcome Letter for Caregivers - ကညီ - Karen (PDF)
• EIDBI Welcome Letter for Caregivers - Afaan Oromo - Oromo (PDF)
• EIDBI Welcome Letter for Caregivers - Pусский - Russian (PDF)
• EIDBI Welcome Letter for Caregivers - Af Soomaali - Somali (PDF)
• EIDBI Welcome Letter for Caregivers - Español - Spanish (PDF)
• EIDBI Welcome Letter for Caregivers - Tiếng Việt - Vietnamese (PDF)

To explore additional services and supports for which a person may be eligible, use the autism services and supports navigation tool.

• Next Steps: Pathway to services and supports for a child recently identified with ASD - English (PDF)
• Next Steps: Pathway to services and supports for a child recently identified with ASD - Lus Hmoob - Hmong (PDF)
• Next Steps: Pathway to services and supports for a child recently identified with ASD - Af Soomaali - Somali (PDF)
• Next Steps: Pathway to services and supports for a child recently identified with ASD - Español - Spanish (PDF)

Applied Behavior Analysis (ABA)

Applied Behavior Analysis (ABA) is a type of therapy that helps people with autism and related conditions learn new skills that are important for their daily life.

Key points about ABA

1. Individualized Approach
   ABA is tailored to your child's unique needs. A therapist will assess your child to understand their strengths, challenges, and areas where they need support. Based on this, they create a personalized plan to help your child develop essential skills.
2. Skill Building
   ABA helps children learn skills that improve their quality of life. These can include communication, social interaction, self-care (like getting dressed or brushing teeth), and academic or play skills. The therapist breaks down these skills into small steps and teaches them in a way that's easier for the child to understand.
3. Positive Reinforcement
   ABA uses positive reinforcement to encourage safe and healthy behaviors. For example, if a child is learning to request items using words or pictures (like saying "juice" or pointing to a picture of juice), and after successfully doing so, they are immediately given a preferred item (e.g., the juice), this reinforces their use of communication. The reward (juice) is something the child enjoys, making it more likely that they will continue using words or pictures to make requests.
4. Behavior Improvement
   ABA is also used to help reduce challenging behaviors such as tantrums, aggression, or self-injury. The therapist works with your child to understand why these behaviors are happening and develops strategies to replace them with more positive actions.
5. Caregiver Involvement
   Parents and other caregivers play an important role in ABA therapy. The therapist will work closely with the family to understand their goals for the child and teach them how to support their child's progress at home.
6. Structured and Flexible
   ABA can be done in different settings, like at home, in a clinic, or at school. It's structured but flexible, allowing the therapist to adjust their approach based on your child's progress and needs.
7. Long-Term Benefits
   Many children who receive ABA show improvements in their communication, behavior, and ability to function independently over time. The goal is to help the child become as independent and successful as possible.

Many families, professionals, and individuals who have received ABA therapy report positive outcomes. ABA is widely recognized as an evidence-based practice that has helped many children with autism and related conditions improve communication, social skills, and manage interfering behaviors. It is considered the gold standard in autism treatment by organizations like the American Psychological Association and the U.S. Surgeon General and has been shown to significantly improve the quality of life for many individuals. Each child's progress is different, so therapy will be adjusted as your child grows and their needs change.

Criticism and Concerns

At the same time, some people, including adults with autism, express concerns. The main criticisms are:

• Focus on Compliance: Some feel that ABA focuses too much on compliance, teaching children to follow instructions without consideration for their autonomy or preferences. For example, teaching a child to make eye contact or sit still may not always align with their comfort or respect their unique way of learning, which can feel oppressive or unnatural.
• Potential for Emotional Harm: Some critics argue that ABA, especially in its early forms, was too rigid, and certain practices (e.g., repetitive drills, punishment-based methods) may have caused emotional distress or anxiety for children. Though modern ABA emphasizes positive reinforcement and has largely moved away from aversive techniques, these early experiences have left some adults with negative feelings about ABA.
• Lack of Respect for Neurodiversity: There’s a broader criticism that ABA sometimes seeks to "normalize" children with autism, rather than accepting and supporting them as they are. Advocates of the neurodiversity movement argue that therapy should focus more on accommodating individual differences and less on trying to make autistic individuals fit into neurotypical standards.

Modern ABA Practices

As with many mental health and medical therapies that have advanced over time following additional research and application, ABA has evolved to be more flexible and person-centered. Most ABA programs today:

• Focus on teaching functional, meaningful skills rather than rigidly enforcing behaviors that may not be relevant to the individual’s needs.
• Use positive reinforcement rather than punishment.
• Involve families in setting goals, ensuring the therapy aligns with the values and priorities of the child and their family.

Therapists are also increasingly trained to respect the autonomy and preferences of the child, recognizing that every person is unique.

Conclusion

While many people benefit from ABA and find it a helpful tool for learning and growth, others have raised valid concerns about past practices and potential harm. It’s crucial for families considering ABA to:

• Work with experienced, ethical providers who use positive, respectful approaches.
• Ensure that therapy goals are child-centered and align with their family's culture and values.
• Be informed and involved in the therapy process to ensure their child’s well-being.
• Ask themselves if their provider and the type of therapy they provide, is the right fit for their child and family. Families may utilize the Navigating Autism Supports and Services Guidebook (PDF) to help find the supports that work for them.

Families should weigh the benefits and criticisms and make an informed decision that feels right for their family and child’s unique needs and circumstances.

Developmental treatment approaches

Developmental treatment approaches focus on helping children grow and learn by meeting them where they are developmentally, rather than focusing on specific behaviors or skills. These approaches are especially helpful for children with autism because they build on the child’s strengths and support their emotional, social, and cognitive development.

Key points about developmental treatment approaches

1. Child-Led and Relationship-Based
   Developmental approaches prioritize the child’s interests and emotions. Rather than directing the child to perform specific tasks, the therapist follows the child’s lead and uses activities the child enjoys to encourage learning. A strong relationship between the therapist, child, and family is central to progress.
2. Focus on Social and Emotional Growth
   The primary goal is to help the child develop social and emotional skills. This includes fostering better communication, understanding emotions, forming connections with others, and developing problem-solving abilities. Therapy may involve activities like playing, taking turns, and engaging in back-and-forth interactions to promote these skills.
3. Development at the Child’s Own Pace
   Unlike more structured therapies that may focus on specific goals or milestones, developmental approaches work with the child at their own pace. It is about supporting the child in achieving their next stage of development, whatever that may be, without rushing or pressuring them.
4. Building Communication Skills
   Many developmental therapies focus on improving communication, whether that’s verbal communication, gestures, or using alternative methods like picture boards or sign language. The goal is to help the child express their needs, emotions, and ideas in ways that are comfortable and natural for them.
5. Family-Centered Approach
   Parents and family members are actively involved in developmental therapies. The therapist will work closely with you to ensure that the strategies they use in sessions can also be applied at home, creating a supportive environment for the child’s development across different settings.
6. Holistic Development
   Developmental therapies don’t focus solely on specific behaviors but rather on the whole child. This includes cognitive, social, emotional, and physical development, which means that progress is seen in multiple areas of the child’s life.
7. Common Developmental Approaches
   Some well-known developmental therapies include:
   • DIR/Floortime: This approach emphasizes the importance of play and relationships, working through a child’s natural emotional development stages. It focuses on nurturing meaningful connections and fostering communication through shared experiences.
   • Relationship Development Intervention (RDI): This therapy focuses on helping children build social relationships and learn to think more flexibly in social situations. The idea is to help children adapt to the social world by building skills in small steps.
   • Early Start Denver Model (ESDM): A comprehensive early intervention therapy that integrates play-based and developmental approaches with the goal of improving cognitive, language, and social skills.
8. Strengths-Based
   Developmental therapies build on the child’s existing strengths and interests. If your child loves certain activities, objects, or interactions, the therapist will use those to create engaging sessions that feel fun and rewarding for the child.

Developmental therapies are about nurturing a child’s overall growth, especially in social and emotional areas, and are designed to respect each child’s individual needs and pace. Families often appreciate these therapies because they focus on building positive, trusting relationships, and encouraging natural development through play and interaction.

Children’s Therapeutic Services and Supports (CTSS) is a rehabilitative mental health package covered by Minnesota Health Care Programs (MHCP). CTSS is a mental health service for children who require varying therapeutic and rehabilitative levels of intervention. In addition to community services, CTSS is also available as a flexible package of mental health services for students who require varying therapeutic and rehabilitative levels of intervention. The services are time-limited interventions to reach treatment outcomes identified in the Individualized Education Plan (IEP).

Behavioral health home services provide a team approach that assists people with navigating and coordinating across primary care, mental health, substance use disorder treatment, long-term services and supports, and social services.

Psychiatric Residential Treatment Facilities (PRTF) provide inpatient treatment, such as therapeutic services and discharge planning to children and youth under age 21 with complex mental health conditions in a residential facility rather than a hospital.

There are also additional children's mental health programs and services based on their level of need, including but not limited to, Certified Family Peer Specialist, Intensive Treatment to Foster Care and Partial Hospitalization Programs. To access services, contact your child's health care provider, health care plan, county or tribe (PDF) for information and referrals.

Adult Rehabilitative Mental Health Services (ARMHS) can provide individuals with:

• Basic living and social skills
• Certified peer specialist services
• Community intervention
• Medication education
• Transition to community living Services are provided at the person’s place of residence. 
• There is a list of certified ARMHS providers in each county.

Adult day treatment is a short-term, community-based mental health program consisting of group psychotherapy, rehabilitative services and other therapeutic group services provided by a multidisciplinary team. Adult day treatment services are linked to goals and objectives identified in an individual’s treatment plan, which will lead to improvement in the person’s mental illness.

Crisis services are available 24 hours a day, seven days a week if you or someone you care about is having a mental health crisis. Mental health crisis phone numbers are listed by county. The National Suicide Prevention Lifeline provides help and you can text or call 988. People should call 911 if they suspect drug overdose or need immediate medical help.

The 988 Suicide & Crisis Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week in the United States. Minnesota has specific Lifeline centers that connect callers to nearby or state-specific resources and services quickly and efficiently.

Interpretation services are available through calling the number. Currently, chat and text are only available in English.

Fast Tracker is a virtual community and health care connection resource. It connects individuals, families, mental health and substance use disorder providers, physicians, care coordinators, and others with a real-time, searchable directory of mental health and substance use disorder resources and their availability within Minnesota.

This infographic provides information on services available based on the child’s level of need.

Home and Community Based Service Waivers offer states the flexibility to develop and implement community alternatives for Medicaid-eligible people with disabilities and chronic health care needs who would otherwise receive services in a hospital, nursing facility or Intermediate Care Facility for Persons with Developmental Disabilities (ICF/DD).

Consumer-Directed Community Supports (CDCS) is a unique service option that gives you flexibility and responsibility to direct your services and supports. CDCS may include services, supports and items currently available through the Medical Assistance waivers, as well as additional services.

DHS designed a CDCS online learning module for people who receive services and families interested in learning how to self-direct their services through CDCS. The information in this course is intended to help people on waivers or Alternative Care (AC) understand this service option and to help them decide whether CDCS is right for them.

CDCS funds may be able to cover safety equipment (e.g., fences, sensors/alarms for doors and windows and some types of tracking devices).

Traditionally, swimming lessons would be the responsibility of the caregiver/ guardian. If a participant is not successful with swimming lessons in a traditional setting (e.g., group format), due to their disability (e.g., physical constraints, behavioral or sensory needs, anxiety, attending) the lead agency may consider reimbursing families the difference between the cost of group lessons and adaptive lessons. Adaptive swim lessons are lessons that have been modified or tailored to fit a person’s individual needs. These lessons are helpful for swimmers of all ages.

For example, the caregiver/ guardian would contribute the cost of what they would traditionally spend on swimming lessons and the waiver would pay for the additional costs needed for the adaptive swim lesson.

The Community Based Services Manual (CBSM) is a resource for lead agencies who administer home and community-based services that support older adults and people with disabilities.

Home care offers medical and health-related services and assistance with day-to-day activities to people in their home. Home care can provide short-term care for people moving from a hospital or nursing home back to their home or continuing care to people who have ongoing needs.

Community First Services and Supports (CFSS) is a Minnesota health care program that offers flexible options to meet the unique needs of people. CFSS allows people greater independence in their homes and communities. CFSS replaces personal care assistance (PCA) and the Consumer Support Grant (CSG).

CFSS covers the same main services as PCA:

• Activities of daily living, such as eating, bathing, grooming and transferring
• Health-related tasks
• Instrumental activities of daily living, such as shopping, cooking, laundry and assistance with self-administered medications
• Observation and redirection of behavior.

A parent, stepparent, or legal guardian of a minor or a spouse may be a PCA for a child if they meet the worker criteria to be a PCA and are hired by a PCA provider agency.

Family Support Grant (FSG) provides state cash grants to families of children with disabilities. The goal of the program is to prevent or delay the out-of-home placement of children and promote family health and social well-being by facilitating access to family-centered services and supports.

Consumer Support Grant (CSG) is a state-funded alternative to Medicaid home care services of home health aide, personal care assistance and/or private duty nursing. Through cash grants, the CSG Program provides consumers with greater flexibility and freedom of choice in service selection, payment rates, service delivery specifications and employment of service providers. Beginning Oct. 1, 2024, DHS will transition people who use Consumer Support Grant (CSG) and personal care assistance (PCA) services to Community First Services and Supports (CFSS). In CFSS, a parent of a minor may be the PCA for their child.

Visit Healthcare coverage and Economic Assistance for more financial assistance resources.

What is respite?

Respite care services provide short-term relief for the family member(s) or primary caregiver who are normally providing care. Respite care services can provide families and caregivers a much needed break while offering a safe environment for their children.

The goals of respite care services are to reduce family stress by providing relief from day-to-day care and to enable families to care for their children at home. Services may be provided in the person’s home, licensed foster home or in a center-based setting.

Eligibility and Funding for Respite Care

Respite care is funded by the county or tribal agency in which the person resides, through waiver funds, or may be purchased privately. To determine eligibility, contact your local county or tribal office.

How do I find a provider?

For a list of providers statewide, go to www.minnesotahelp.info and click on “Start a Search.” You can then search “Respite” and narrow by geographical area.

Why is respite important?

Self-care is very important, especially for families caring for someone with Autism Spectrum Disorder (ASD). Accessing respite care will allow you to:

• Take care of yourself and other family members
• Run errands, date nights, or see friends and catch up
• Take a break
• Spend time with siblings
• Weekend trips away
• Recuperation, deal with stress

Remember, you are not alone. County, school and community resources are very committed to helping your child and family. Respite care services give you and your family a chance to re-energize and refocus.

Other options for accessing respite

Make connections with other families. This is helpful for many reasons. Other parents and caregivers can offer encouragement and support based on their own lived experiences. They may also be able to suggest additional supports or services that they found helpful.

• Connect with a friend or family who has a child with ASD
• Find an ASD support group either in-person or online

By building a network of community supports, you will have a variety of resources to turn to.

Crisis respite

There are also crisis respite services available.

There are different ways to access Minnesota Healthcare Programs and Services depending on the type of healthcare coverage you have. If you do not currently have healthcare coverage, visit Healthcare Coverage to explore your options.

• If you have Medical Assistance or MA coverage, including MA-TEFRA, use the Minnesota Health Care Program (MHCP) Provider Directory to find health care providers that serve fee-for-service MHCP members. In the Search for a Provider box, select the type of provider you are looking for from the drop down menu. From there you can narrow your search by Sub Types, City, County or Zip code. 
• If you receive health care services through a health plan, call the health plan customer service number on the back of your health plan ID card or use the provider directory your health plan mailed to you. If you are searching for home and community-based services and waiver providers, also visit MinnesotaHelp.info. If you have questions, call the MHCP Member Help Desk at 651-431-2670 or 800-657-3739.
• Case managers assess a person’s needs and help connect the person and family to appropriate community resources, such as mental, educational, health, vocational, recreational, social, and other necessary services. If you currently have case management services, ask your case manager about service options. If you do not currently have case management services, contact your local county office, tribal office or healthcare plan to determine if you are eligible to access this type of service.
• If you have questions, you can also call the Disability Hub MN at 1-866-333-2466 or go online to chat or e-mail a representative you can help.

MnChoices is a person-centered assessment and planning tool used by counties, tribal nations and managed-care organizations to help people with disabilities make decisions about long-term services and support needs. Learn more about the MnChoices assessment.

All Minnesotans, of any age with disabilities or chronic care needs, may ask for an assessment. You do not need to be eligible for Medical Assistance or any other publicly funded program to receive an assessment. However, to receive many of the services available following an assessment, a person will need to be eligible for Medical Assistance or another publicly funded program.

MnCHOICES Assessment brochure – Steps to Get Help answers the questions:

• Where do I start?
• What is a MnCHOICES Assessment?
• How should I prepare?
• What will a certified assessor ask me?
• How will a MnCHOICES Assessment help?
• What happens after the assessment?
• What are my rights?

Brochures

• English: MnCHOICES assessment: How to get help, DHS-7283-ENG (PDF)
• Hmong: MnCHOICES kev ntsuam xyuas: Yuav nrhiav kev pab li cas, DHS-7283-HMN (PDF)
• Karen: MnCHOICES အတၢ်သမံသမိးမၤကွၢ် မ့ၢ်တၢ်ကမၤန့ၢ်တၢ်မၤ စၢၤဒ်လဲၣ်, DHS-7283-KAR (PDF)
• Oromo: Gamaaggamuu MnCHOICES: Akkaataa gargaarsa argachuu dandeessan, DHS-7283-ORM (PDF)
• Russian: Оценивание MnCHOICES: как получить помощь, DHS-7283-RUS (PDF)
• Somali: Qiimaynta MnCHOICES: Sida caawimo loo helo, DHS-7283-SOM (PDF)
• Spanish: Evaluación de MnCHOICES: Cómo obtener ayuda, DHS-7283-SPA (PDF)
• Vitenamese: Đánh giá MnCHOICES: Làm thế nào để nhận được sự giúp đỡ. DHS-7283-VIE (PDF)

You can order print versions of the English, Hmong, Somali and Spanish brochures.

Videos

The videos about MnCHOICES assessment are available in the following languages on YouTube - DHS channel:

English:

MnCHOICES assessment: How to get help, English – A’Tlieana.
Note: For a video with audio descriptions, refer to Audio descriptions: MnCHOICES assessment: How to get help, English – A’Tlieana.

MnCHOICES assessment: How to get help, Turtle Mountain Band of Chippewa, English – Ellen.
Note: For a video with audio descriptions, refer to Audio descriptions: MnCHOICES assessment: How to get help, Turtle Mountain Band of Chippewa, English – Ellen.

Hmong: Yuav Tau Txais Kev Pab Li Cas: Kev soj ntsuam MnCHOICES assessment, Hmong – Mee.
Note: For a video with audio descriptions, refer to Audio descriptions: Yuav Tau Txais Kev Pab Li Cas: Kev soj ntsuam MnCHOICES assessment, Hmong – Mee.

Somali: Sidee U helaa cawinaad: Qiimaynta XULASHADDA MN (MnCHOICES assessment), Somali – Fathia.
Note: For a video with audio descriptions, refer to Audio descriptions: Sidee U helaa cawinaad: Qiimaynta XULASHADDA MN (MnCHOICES assessment), Somali – Fathia.

Spanish: ¿Cómo la obtener ayuda? La evaluacion MnCHOICES (MnCHOICES assessment), Spanish – Hernán.
Note: For a video with audio descriptions, refer to Audio descriptions: ¿Cómo la obtener ayuda? la evaluacion MnCHOICES (MnCHOICES assessment), Spanish – Hernán.

A person of any age, with a disability or in need of long-term care, can ask for a MnCHOICES assessment, by contacting the county or tribal nation where you live.

For questions on what to expect or how to request an assessment, contact:

• The Senior LinkAge Line at 1-800-333-2433
• The Disability Hub MN at 1-866-333-2466

If you have concerns about scheduling an assessment, the assessment process itself, or assessment results, contact the:

• Office of Ombudsman for Mental Health and Developmental Disabilities, 1-800-657-1800
• Or the Office of Ombudsman for Long Term Care for people 65 or older, 1-800-657-3591

Minnesota is moving toward person-centered practices in all areas of service delivery. As a state, Minnesota strives to make sure everyone who receives services can live, learn, work and enjoy life in the most integrated setting. The goal is for people to lead lives that are meaningful to them. To do this, we must have a person-centered support system that helps people:

• Build or maintain relationships with their families and friends
• Live as independently as possible
• Engage in productive activities, such as employment
• Participate in community life.

With the help of focus groups composed of people with disabilities, the Disability Hub MN created Person-centered planning guidebook (PDF). It can help people with autism spectrum disorder (ASD) apply person-centered principles to their life. It also helps families and case managers learn and activate person-centered processes. It is helpful to create a person-centered plan at any time throughout the lifespan. If the person, family or team is preparing for a transition, such as leaving home, finding a job or are just uncertain about the next steps, a person-centered plan can help. If the person is seeking more balance in their life or is concerned that their voice is not being heard, reach out to a planning facilitator for help.

The Charting the LifeCourse™ framework and tools can also be used in your own life, for your family members or in your work at any stage of life.

Use Charting the LifeCourse to:

• Learn more about yourself and set your goals and vision for your best life.
• Plan the best life with your child at any age. See Charting the LifeCourse tools for families.
• Problem-solve and build a plan for a specific goal like employment, housing, or healthy living.
• Organize your thoughts and speak up for what you want.

Use the one-page profile (PDF) to describe yourself — what people like about you, what's important to you and how to best support you.

Use the life trajectory worksheet (PDF) to envision your best life and identify the steps or experiences needed to get there, including what you don't want your life to look like.

Use the integrated support star worksheet (PDF) to write about the tools, resources and people in your life, and how they help you live an inclusive life in the community.

Visit Disability Hub MN - Charting the LifeCourse™ Tools and guides for any stage of life for more information.

Planning facilitators

To find a facilitator near you, see the regional listing of available person-centered planning facilitators (XLS). If you don't know which region you live in, see the map on the Regional Resource Specialist (RRS) Geographic Area eDoc (PDF). To help you find a good match, see questions to ask potential facilitators (PDF). Person-centered planning facilitators who would like to be added to this list or update their information may fill out this online form.

For questions or to request help to transition to person-centered practices, contact the DHS Disability Services Division Response Center or reach the frequently asked questions about formal person-centered planning.

MN Positive Behavior Support Network

The Minnesota Positive Behavior Support (MNPBS) Network brings together people who are using positive behavior support from across the state to collaborate and to encourage interagency collaboration. This MNPBS Brochure for Children and Families (PDF) is designed for providers in primary care settings to distribute to parents who have concerns about their child’s behavior and need positive strategies to address it.

Home and Community Network of the Association of Positive Behavior Support

The Home and Community Network of the Association of Positive Behavior Support (HCPBS) is a nonprofit organization dedicated to expanding and enhancing the application of PBS principles across home and community settings, contexts, and the lifespan for people with behavioral challenges (including intellectual and developmental disabilities, mental health diagnoses and seniors who require memory care and other related services) and the systems that support them.

People who provide services and supports for people who have autism spectrum disorder (ASD) or related conditions must conduct assessments and provider services in a culturally responsive and sensitive way. Proper diagnosis and evaluation helps the person and family make informed choices and ensures they are referred to the right services and supports. Below are resources and supports that will help you provide culturally responsive services.

Improving Cultural Competence (PDF) developed by the Substance Abuse and Mental Health Services Administration (SAMHSA)

The Refugee resettlement program is a federally funded office in the Minnesota Department of Human Services that supports the effective resettlement of refugees in Minnesota, and ensures their basic needs are met so they can live in dignity and achieve their highest potential. This office ensures accessibility to mainstream programs for people with refugee status, distributes federal dollars to local agencies for supplemental services, and provides education and information about refugees in Minnesota.

The Minnesota Department of Human Services has a Limited English Proficiency (LEP) Coordinator. You can email them or call 651-431-4018.

The National Alliance on Mental Illness (NAMI) in Minnesota can be a resource to help you. Sometimes certain communities face unique challenges in accessing behavioral health treatment and receiving care that is free from racism, homophobia and other biases. There may also be stigma and shame surrounding seeking outside resources and supports. NAMI Minnesota champions justice, dignity and respect for all people affected by mental illnesses. Through education, support and advocacy we strive to eliminate the pervasive stigma of mental illnesses, affect positive changes in the mental health system, and increase the public and professional understanding of mental illnesses.

Case management services help people connect to the services and supports they need. Case managers assess a person’s needs and help connect the person and family to appropriate community resources, such as mental, educational, health, vocational, recreational, social, and other necessary services.

Children with autism may be eligible for various types of case management services, including:

• Rule 185/ DD case management
• Children’s mental health case management
• Waiver case management

Requesting case management:

• A family or person may request case management services through their local county or tribal agency OR the mental health professional may identify service needs in the Diagnostic Assessment (DA) or Comprehensive Multi-Disciplinary Evaluation (CMDE). Contact your local county office, tribal office or contracted agency.
• Lead agencies should review the DA/ CMDE and work with the person or families to determine which type of case management best meets the person’s needs.

Telehealth is the delivery or consultation of health care services through real time, two-way interactive audio and visual communications. Telehealth facilitates assessment, diagnosis consultation, treatment, education and care management. Consult with your provider to determine if the services you, your child or family are receiving are accessible via telehealth. If you are not currently working with a provider, contact your local county or tribal agency or case manager to explore service options.

The TeleOutreach Center at the Masonic Institute for the Developing Brain has brought together researchers, clinical pediatric providers, and developmental specialists to use technology to understand and address barriers to assessment and intervention for children, youth, and adults with developmental and mental health needs, and their families. The TeleOutreach Center is focused on the following objectives:

• Delivering clinical services to more families,
• Leveraging technology to provide training and education,
• Connecting quickly with families and providers facing urgent situations,
• Conducting innovative research,
• Building scalable connections with community.