1. Educational placements and service use patterns of individuals with autism spectrum disorders.
- Author
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White SW, Scahill L, Klin A, Koenig K, and Volkmar FR
- Subjects
- Adolescent, Asperger Syndrome diagnosis, Asperger Syndrome therapy, Autistic Disorder diagnosis, Autistic Disorder therapy, Child, Child Development Disorders, Pervasive diagnosis, Child Development Disorders, Pervasive therapy, Communication, Female, Follow-Up Studies, Humans, Intelligence, Language Development Disorders diagnosis, Language Development Disorders therapy, Male, Social Behavior, Statistics as Topic, Utilization Review statistics & numerical data, Virginia, Asperger Syndrome epidemiology, Autistic Disorder epidemiology, Child Development Disorders, Pervasive epidemiology, Education, Special statistics & numerical data, Language Development Disorders epidemiology, Language Therapy statistics & numerical data, Mainstreaming, Education statistics & numerical data, Speech Therapy statistics & numerical data
- Abstract
This project was undertaken to identify child characteristics associated with educational placement and service use in high-functioning children with autism spectrum disorders. The sample of 101 (nine females) had a mean age of 12 +/- 3 years (mean IQ = 101.77 +/- 19.50). Results indicate that lower-cognitive ability and communication skill were associated with placement in special education. Based on parent-report, most students stayed in the same placement (regular or special education) in which they began first grade and the majority of students received special services in their schools (most often speech/language intervention). Findings highlight the emphasis placed on certain child characteristics (e.g., cognitive ability), with far less emphasis on other areas (e.g., degree of social deficit), in educational placement and service provision.
- Published
- 2007
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