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03-04-2019 | Original Paper | Uitgave 6/2019

Special Education Service Use by Children with Autism Spectrum Disorder

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 6/2019

Auteurs:: Christin A. McDonald, James P. Donnelly, Ashlee L. Feldman-Alguire, Jonathan D. Rodgers, Christopher Lopata, Marcus L. Thomeer

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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 (N = 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.

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Titel: Special Education Service Use by Children with Autism Spectrum Disorder
Auteurs:: Christin A. McDonald
James P. Donnelly
Ashlee L. Feldman-Alguire
Jonathan D. Rodgers
Christopher Lopata
Marcus L. Thomeer
Publicatiedatum: 03-04-2019
DOI: https://doi.org/10.1007/s10803-019-03997-z
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 6/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

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Special Education Service Use by Children with Autism Spectrum Disorder

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