Work

Educational Outcomes of a Cohort of Children With Autism Who Received Early Intensive Behavioral Intervention

Year: 2021

Type: article

Abstract: Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skill acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD who received EIBI into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test proficiency, and special education eligibility under the ASD category for children that received EIBI. Medicaid records were utilized to create a cross-systems dataset of 3 to 5 year old children with ASD ( n=667). Most students were placed in general education and males and White students were more likely to receive special education services for ASD. Only half of students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed.

Source: The Journal of Special Education

DOI: 10.1177/00224669211036397

Authors: Adele F. Dimian, Jason J. Wolff, Frank J. Symons

Institution: University of Minnesota

Language: English

Topic: Autism Spectrum Disorder Research

Subfield: Cognitive Neuroscience

Field: Neuroscience

Domain: Life Sciences

SDGs: Good health and well-being, Quality education, Reduced inequalities

Open Access status: green

Funders: National Science Foundation, Eunice Kennedy Shriver National Institute of Child Health and Human Development