ERIC Number: EJ1019516
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Comparing Cognitive Outcomes among Children with Autism Spectrum Disorders Receiving Community-Based Early Intervention in One of Three Placements
Nahmias, Allison S.; Kase, Colleen; Mandell, David S.
Autism: The International Journal of Research and Practice, v18 n3 p311-320 Apr 2014
Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention placement in three settings (autism-only, mixed disability, or inclusive) and cognitive outcomes upon entry into elementary school in an urban school district for 98 preschool-aged children with autism spectrum disorders. Initial child and demographic characteristics were similar among the three placements. Controlling for initial cognitive scores and other covariates, cognitive outcomes for children in inclusive placements were better than those of children in mixed disability settings. A consistent pattern emerged that suggested the particular importance of inclusive placements for children with initially greater social impairments, greater adaptive behavior impairments, and at least a baseline level of language skills. Opportunities to interact with typically developing peers may be particularly beneficial for certain subgroups of young children with autism spectrum disorders. The results provide preliminary insight into important child characteristics to consider when parents and providers make preschool early intervention placement decisions.
Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Early Intervention, Placement, Inclusion, Heterogeneous Grouping, Homogeneous Grouping, Preschool Education, Outcomes of Education, Elementary School Students, Cognitive Ability, Public Schools, Urban Schools, Longitudinal Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Primary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Autism Diagnostic Observation Schedule
IES Funded: Yes
Grant or Contract Numbers: R324A080195