What Happens Next? Follow-Up from the Children's Toddler School Program

Autor/inn/en	Akshoomoff, Natacha; Stahmer, Aubyn C.; Corsello, Christina; Mahrer, Nicole E.
Titel	What Happens Next? Follow-Up from the Children's Toddler School Program
Quelle	In: Journal of Positive Behavior Interventions, 12 (2010) 4, S.245-253 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300709343724
Schlagwörter	Socialization; Autism; Toddlers; Interpersonal Competence; Pervasive Developmental Disorders; Children; Surveys; Special Education; Preschool Education; Regular and Special Education Relationship; Anxiety; Early Intervention; Intelligence Quotient; Elementary Schools; Adjustment (to Environment); Evaluation; General Education; California; Mullen Scales of Early Learning; Parenting Stress Index; Bayley Scales of Infant Development; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Autismus; Infant; Infants; Toddler; Kleinkind; Interpersonale Kompetenz; Child; Kind; Kinder; Survey; Umfrage; Befragung; Special needs education; Sonderpädagogik; Sonderschulwesen; Pre-school education; Vorschulerziehung; Angst; Intelligenzquotient; Elementary school; Grundschule; Volksschule; Evaluierung; Allgemein bildendes Schulwesen; Allgemeinbildung; Kalifornien
Abstract	This study was a follow-up of a group of 29 children diagnosed with autism spectrum disorders at age 2 who attended an inclusive toddler program until age 3. Children ranged in age from 4 to 12 years at the time of the parent survey and follow-up testing. The majority of children were placed in a special education (noninclusive) preschool class, but among the children who were in elementary school at the time of follow-up, 63% were in general education classroom placement. Diagnoses of autism spectrum disorders remained stable, socialization skills remained a weakness, and child-related parental stress remained high despite average cognitive and language skills in the majority of children. Social skill development and support remained a service need. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10