Educational Outcomes of a Cohort of Children with Autism Who Received Early Intensive Behavioral Intervention
Saved in:
| Title: | Educational Outcomes of a Cohort of Children with Autism Who Received Early Intensive Behavioral Intervention |
|---|---|
| Language: | English |
| Authors: | Dimian, Adele F. (ORCID |
| Source: | Journal of Special Education. Aug 2022 56(2):73-84. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Board (NSB) (NSF) |
| Contract Number: | SMA1338489 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Outcomes of Education, Cohort Analysis, Autism Spectrum Disorders, Early Intervention, Student Behavior, Skill Development, Student Placement, Standardized Tests, Scores, Special Education, Eligibility |
| Geographic Terms: | Minnesota |
| DOI: | 10.1177/00224669211036397 |
| ISSN: | 0022-4669 1538-4764 |
| Abstract: | Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skills 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 who received EIBI. Medicaid records were utilized to create a cross-systems data set 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 the students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1347002 |
| Database: | ERIC |
| Abstract: | Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skills 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 who received EIBI. Medicaid records were utilized to create a cross-systems data set 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 the students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed. |
|---|---|
| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669211036397 |
