An Analysis of School District Demographic and Dispute Factors Affecting Services for Students with Autism Spectrum Disorder

Autor/in	White, Mary Loyd
Titel	An Analysis of School District Demographic and Dispute Factors Affecting Services for Students with Autism Spectrum Disorder
Quelle	(2012), (147 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-8398-3
Schlagwörter	Hochschulschrift; Dissertation; Autism; Student Needs; School Districts; Incidence; Academic Achievement; Scores; Rural Urban Differences; Conflict; Conflict Resolution; Regression (Statistics); Correlation; Income; Standardized Tests; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Special Education; Academic Support Services; Pervasive Developmental Disorders; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; School district; Schulbezirk; Vorkommen; Schulleistung; Stadt-Land-Beziehung; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Regression; Regressionsanalyse; Korrelation; Einkommen; Standadised tests; Standardisierter Test; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The purpose of this study was to examine the educational services for students with autism in school districts (N = 115) in North Carolina to identify the characteristics and variables that contribute to positive student outcomes. This study used a secondary analysis of data from various resources across the state. Variables included number of students with autism, prevalence, median personal income, student achievement composite scores, population demographics (urban versus rural), and rate of dispute (state complaints and mediations). Between 2006 and 2010, the mean percentage of growth in North Carolina for students with autism (M = 82.23%) was greater than that of the total student population during the same time period (M = -1.55%). Multiple regressions were used to measure the effect of income on proficiency scores and prevalence; correlational analyses were used to examine the relationship between district variables. Although a district's median income was related to the percentage of students with a composite proficiency score on statewide testing in grades 3 through 8 for the total population it did not have the same effect on students with autism. A moderate association existed between the percentage of students identified with autism and the district's level of median personal income. For every thousand-dollar increase in median income, there was a 0.028 increase in the percent of autism prevalence. Only a mild relationship existed between the rate of dispute and median personal income for each district and little difference existed between dispute and other district-level variables. The findings of this study provide direction for research and valuable insight for special education administrators at the state and district level as they face an increasing number of students with autism who have unique educational needs. Specifically, the results suggest that student proficiency scores for students with autism are not related to a district's median personal income, but income is related to the amount of dispute as well as a district's prevalence rate. [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	2017/4/10