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

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Title: Educational Outcomes of a Cohort of Children with Autism Who Received Early Intensive Behavioral Intervention
Language: English
Authors: Dimian, Adele F. (ORCID 0000-0003-2683-4225), Wolff, Jason J., Symons, Frank J.
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
FullText Text:
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  Data: Educational Outcomes of a Cohort of Children with Autism Who Received Early Intensive Behavioral Intervention
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  Data: <searchLink fieldCode="AR" term="%22Dimian%2C+Adele+F%2E%22">Dimian, Adele F.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2683-4225">0000-0003-2683-4225</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wolff%2C+Jason+J%2E%22">Wolff, Jason J.</searchLink><br /><searchLink fieldCode="AR" term="%22Symons%2C+Frank+J%2E%22">Symons, Frank J.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education%22"><i>Journal of Special Education</i></searchLink>. Aug 2022 56(2):73-84.
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  Data: 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
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink>
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  Data: 10.1177/00224669211036397
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  Data: 0022-4669<br />1538-4764
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2022
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        Value: 10.1177/00224669211036397
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      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Special Education
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      – SubjectFull: Eligibility
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      – SubjectFull: Minnesota
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      – TitleFull: Educational Outcomes of a Cohort of Children with Autism Who Received Early Intensive Behavioral Intervention
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