Literaturnachweis - Detailanzeige
| Autor/inn/en | Towle, Patricia O.; Vacanti-Shova, Karyn; Higgins-D'Alessandro, Ann; Ausikaitis, Ashley; Reynolds, Caitlyn |
|---|---|
| Titel | A Longitudinal Study of Children Diagnosed with Autism Spectrum Disorder before Age Three: School Services at Three Points Time for Three Levels of Outcome Disability |
| Quelle | In: Journal of Autism and Developmental Disorders, 48 (2018) 11, S.3747-3760 (14 Seiten)
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| Zusatzinformation | ORCID (Towle, Patricia O.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-018-3606-x |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Young Children; Preschool Education; Kindergarten; Elementary Education; Educational Environment; Severity (of Disability); Intervention; Student Placement |
| Abstract | This study follows 70 children determined to have Autism Spectrum Disorder (ASD) before age three (Time 1). Parents filled out questionnaires and standardized measures about their child when he/she was school-aged (Time 2), including information about their children's preschool, kindergarten, and grade school educational settings. At Time 2, the researchers placed children in three diagnostic groups of No ASD, ASD-Higher Functioning, and ASD-Lower Functioning. Retrospective results showed that most children were receiving intensive services at the preschool level. In kindergarten, there was some divergence among the three groups, with more intensive services continuing for the ASD groups. At school age, classroom placement and services reflected service patterns that were consistent with these three levels of disability. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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