Predicting Special Education Eligibility among Individuals with Autism Spectrum Disorder

Autor/in	Feola, Vanessa
Titel	Predicting Special Education Eligibility among Individuals with Autism Spectrum Disorder
Quelle	(2022), (87 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Utah
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-0875-9
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Autism Spectrum Disorders; Eligibility; Students with Disabilities; Symptoms (Individual Disorders); Cognitive Ability; Student Behavior; Student Characteristics; Predictor Variables; Gender Differences; Racial Differences; Ethnicity; Socioeconomic Status; Utah + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Autism; Autismus; Eignung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Psychiatrische Symptomatik; Denkfähigkeit; Student behaviour; Schülerverhalten; Prädiktor; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status
Abstract	Special education is a critical access point for the identification of students with autism spectrum disorder (ASD) and subsequent provision of intervention services. However, it remains unclear which children will qualify for services in the educational setting, as ASD represents a heterogeneous group. The current study used structural equation modeling to examine patterns in eligibility status among children who met case criteria for ASD through the Autism and Developmental Disabilities Monitoring Network (ADDM Network) in Utah. Specifically, individual level variables (e.g., ASD symptomatology, cognitive functioning, and adaptive functioning) and sociodemographic variables (e.g., sex, race/ethnicity, and socioeconomic status [SES]) were used as predictor variables. Results support the largest relative contributions from social communication and restricted, repetitive behaviors on eligibility; adaptive functioning, cognitive functioning, sex, and SES were also found to have smaller, yet significant relative contributions. Race/ethnicity was not found to be a significant predictor in the current study. Implications are discussed, including opportunities for future research and practice recommendations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01