Child Characteristics Associated with Educational Placement of Children on the Autism Spectrum

Autor/inn/en	Christiansen, Jens; White, Susan W.; McPartland, James; Volkmar, Fred; Parlar, Sarah; Pedersen, Lennart
Titel	Child Characteristics Associated with Educational Placement of Children on the Autism Spectrum
Quelle	In: Education and Training in Autism and Developmental Disabilities, 56 (2021) 4, S.466-478 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Students with Disabilities; Autism; Pervasive Developmental Disorders; Student Characteristics; Cognitive Ability; Student Behavior; Severity (of Disability); Student Needs; Predictor Variables; Intelligence Quotient; Inclusion; Foreign Countries; Cultural Differences; Elementary Secondary Education; Children; Intelligence Tests; Adults; United States; Denmark; Wechsler Intelligence Scale for Children; Wechsler Adult Intelligence Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Denkfähigkeit; Student behaviour; Schülerverhalten; Schweregrad; Prädiktor; Intelligenzquotient; Inklusion; Ausland; Kultureller Unterschied; Child; Kind; Kinder; Intelligence test; Intelligenztest; USA; Dänemark
Abstract	The education of children with disabilities in the regular educational environment has long been an expectation of legislation in many countries. Yet some children with autism spectrum disorder (ASD) are educated outside regular classes. Despite the obvious importance that educational placement holds for any child, there is limited research on how a child's characteristics are considered in placement. We focus on intellectual ability, adaptive behavior, and ASD severity because internationally these characteristics are expected to be considered when determining diagnosis and support needed. We sought to determine if these characteristics predict educational placement in samples from diagnostic clinics US [n = 82] and DK [n = 54]. In neither sample did borderline/high-average intellectual ability predict educational placement but in the US sample, several children had superior IQ and were mostly in the regular classroom. Only in DK did ASD severity predict educational placement. In neither sample did adaptive behavior predict educational placement, suggesting it was not considered in educational placement. Failure to do so may have implications for long-term outcome. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01