Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders
Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders
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自闭症谱系障碍患者的教育安排和服务使用模式
DOI：
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发表时间：
2007
影响因子：
3.9
通讯作者：
F. Volkmar
中科院分区：
文献类型：
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作者：
S. White;L. Scahill;A. Klin;Kathleen Koenig;F. Volkmar
开展该项目是为了确定在高功能自闭症谱系障碍儿童中与教育安置和服务使用相关的儿童特征。101名（9名女性）样本的平均年龄为12±3岁（平均智商 = 101.77±19.50）。结果表明，较低的认知能力和沟通技能与特殊教育安置相关。根据家长报告，大多数学生在一年级入学时的安置（普通教育或特殊教育）保持不变，并且大多数学生在学校接受了特殊服务（最常见的是言语/语言干预）。研究结果凸显了在教育安置和服务提供中对某些儿童特征（例如认知能力）的重视，而对其他方面（例如社交缺陷程度）的重视则少得多。
This project was undertaken to identify child characteristics associated with educational placement and service use in high-functioning children with autism spectrum disorders. The sample of 101 (nine females) had a mean age of 12 ± 3 years (mean IQ = 101.77 ± 19.50). Results indicate that lower-cognitive ability and communication skill were associated with placement in special education. Based on parent-report, most students stayed in the same placement (regular or special education) in which they began first grade and the majority of students received special services in their schools (most often speech/language intervention). Findings highlight the emphasis placed on certain child characteristics (e.g., cognitive ability), with far less emphasis on other areas (e.g., degree of social deficit), in educational placement and service provision.