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ERIC Number: EJ1400357
Record Type: Journal
Publication Date: 2023
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-3576
EISSN: EISSN-1538-4829
Available Date: N/A
The Effects of Community Preschool Characteristics on Developmental Outcomes for Students with Autism Spectrum Disorder
Nahmias, Allison S.; Crabbe, Samantha; Marcus, Steven C.; Mandell, David S.
Focus on Autism and Other Developmental Disabilities, v38 n4 p268-282 2023
This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student's primary educational setting: autism-only (n = 28), mixed-disability (n = 25), and general early education (n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. General early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Mullen Scales of Early Learning; Autism Diagnostic Observation Schedule
IES Funded: Yes
Grant or Contract Numbers: R305B090015
Author Affiliations: N/A