New York S 6189: Relates to the definition of autism

Bill Text

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S06189 Summary:

BILL NOS06189 

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SAME ASSAME AS A03563

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SPONSORPARKER

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COSPNSR

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MLTSPNSR

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Amd §1.03, Ment Hyg L

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Relates to the definition of autism for purposes of the mental hygiene law.

Go to top S06189 Actions:

BILL NOS06189 

&nbsp

03/06/2025REFERRED TO DISABILITIES

01/07/2026REFERRED TO DISABILITIES

Go to topS06189 Committee&nbspVotes:

Go to topS06189 Floor&nbspVotes:

There are no Assembly votes for this bill in this legislative session.

Go to topS06189 Text:

 STATE OF NEW YORK
 ________________________________________________________________________

 6189

 2025-2026 Regular Sessions

 IN SENATE

 March 6, 2025
 ___________

 Introduced by Sen. PARKER -- read twice and ordered printed, and when
 printed to be committed to the Committee on Disabilities

 AN ACT to amend the mental hygiene law, in relation to the definition of
 autism

 The People of the State of New York, represented in Senate and Assem-
 bly, do enact as follows:

 1 Section 1. Section 1.03 of the mental hygiene law is amended by adding
 2 a new subdivision 60 to read as follows:
 3 60. "Autism" means a pervasive developmental disorder that meets any
 4 of the following criteria:
 5 (a) Autistic disorder, which is:
 6 (i) the diagnoses of at least six of the following symptoms, with at
 7 least two symptoms coming from clause one of this subparagraph, one
 8 symptom coming from clause two of this subparagraph, and one symptom
 9 coming from clause three of this subparagraph.
 10 (1) Qualitative impairment in social interaction, as manifested by at
 11 least two of the following:
 12 (A) marked impairment in the use of multiple, nonverbal behaviors such
 13 as eye-to-eye gaze, facial expression, body postures, and gestures, to
 14 regulate social interaction.
 15 (B) failure to develop peer relationships appropriate to developmental
 16 level.
 17 (C) a lack of spontaneous seeking to share enjoyment, interests, or
 18 achievements with other people (e.g., by a lack of showing, bringing, or
 19 pointing out objects of interest).
 20 (D) lack of social or emotional reciprocity.
 21 (2) Qualitative impairments in communication as manifested by at least
 22 one of the following:
 23 (A) delay in, or total lack of, the development of spoken language
 24 (not accompanied by an attempt to compensate through alternative modes
 25 of communication such as gesture or mime).
 26 (B) in individuals with adequate speech, marked impairment in the
 27 ability to initiate or sustain a conversation with others.

 EXPLANATION--Matter in italics (underscored) is new; matter in brackets
 [ ] is old law to be omitted.
 LBD06708-01-5

 S. 6189 2

 1 (C) stereotyped and repetitive use of language or idiosyncratic
 2 language.
 3 (D) lack of varied, spontaneous make-believe play or social imitative
 4 play appropriate to developmental level.
 5 (3) Restricted repetitive and stereotyped patterns of behavior, inter-
 6 ests, and activities, as manifested by at least one of the following:
 7 (A) encompassing preoccupation with one or more stereotyped and
 8 restricted patterns of interest that is abnormal either in intensity or
 9 focus.
 10 (B) apparently inflexible adherence to specific, nonfunctional
 11 routines or rituals.
 12 (C) stereotyped and repetitive motor manners (e.g., hand or finger
 13 flapping or twisting, or complex whole-body movements).
 14 (D) persistent preoccupation with parts of objects.
 15 (ii) Delays or abnormal functioning in at least one of the following
 16 areas, with onset prior to three years of age:
 17 (1) social interaction,
 18 (2) language as used in social communication, or
 19 (3) symbolic or imaginative play.
 20 (iii) The disturbance is not better accounted for by Rett's disorder
 21 or childhood disintegrative disorder.
 22 (b) Asperger's disorder, which is:
 23 (i) Qualitative impairment in social interaction, as manifested by at
 24 least two of the following:
 25 (1) marked impairment in the use of multiple nonverbal behaviors such
 26 as eye-to-eye gaze, facial expression, body postures, and gestures to
 27 regulate social interaction.
 28 (2) failure to develop peer relationships appropriate to developmental
 29 level.
 30 (3) a lack of spontaneous seeking to share enjoyment, interests, or
 31 achievements with other peo