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J Autism Dev Disord. 2019 Jun;49(6):2437-2446. doi: 10.1007/s10803-019-03997-z.

Special Education Service Use by Children with Autism Spectrum Disorder.

Author information

1
Center for Autism Spectrum Disorders, Nationwide Children's Hospital, 187 West Schrock Road, Columbus, OH, 43205, USA. Christin.Mcdonald-Fix@nationwidechildrens.org.
2
Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY, 14208, USA. Christin.Mcdonald-Fix@nationwidechildrens.org.
3
Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY, 14208, USA.

Abstract

In the last decade, the prevalence of children with autism spectrum disorder (ASD) without intellectual disability (ID) in schools has increased. However, there is a paucity of information on special education placement, service use, and relationships between service use and demographic variables for children with ASD without ID. This study aimed to describe and explore variation in type and amount of special education services provided to (Nā€‰=ā€‰89) children with ASD. Results indicated that the largest percentage of children received services under the Autism classification (56.2%) and were in partial-inclusion settings (40.4%). The main services received were speech (70.8%) and occupational (56.2%) therapies, while few children received behavior plans (15.7%) or social skills instruction (16.9%). Correlates with service use are described.

KEYWORDS:

Autism spectrum disorder without intellectual disability; Correlates; School; Service use; Special education

PMID:
30945092
DOI:
10.1007/s10803-019-03997-z
[Indexed for MEDLINE]

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