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12-09-2015 | Original Paper | Uitgave 3/2016

An Analysis of State Autism Educational Assessment Practices and Requirements

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 3/2016

Auteurs:: Erin E. Barton, Bryn Harris, Nancy Leech, Lillian Stiff, Gounah Choi, Tiffany Joel

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The online version of this article (doi:10.1007/s10803-015-2589-0) contains supplementary material, which is available to authorized users.

Abstract

States differ in the procedures and criteria used to identify ASD. These differences are likely to impact the prevalence and age of identification for children with ASD. The purpose of the current study was to examine the specific state variations in ASD identification and eligibility criteria requirements. We examined variations by state in autism assessment practices and the proportion of children eligible for special education services under the autism category. Overall, our findings suggest that ASD identification practices vary across states, but most states use federal guidelines, at least in part, to set their requirements. Implications and recommendations for policy and practice are discussed.

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Titel: An Analysis of State Autism Educational Assessment Practices and Requirements
Auteurs:: Erin E. Barton
Bryn Harris
Nancy Leech
Lillian Stiff
Gounah Choi
Tiffany Joel
Publicatiedatum: 12-09-2015
DOI: https://doi.org/10.1007/s10803-015-2589-0
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 3/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

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