Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements.

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TitleComparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements.
Publication TypeJournal Article
Year of Publication2014
AuthorsNahmias, AS, Kase, C, Mandell, DS
JournalAutism
Volume18
Issue3
Pagination311-20
Date Published2014 Apr
ISSN1461-7005
KeywordsAdaptation, Psychological, Child Development Disorders, Pervasive, Child, Preschool, Cognition, Early Intervention (Education), Female, Humans, Male, Peer Group, Retrospective Studies, Social Behavior, Urban Population
Abstract

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.

DOI10.1177/1362361312467865
Alternate JournalAutism
PubMed ID23188885
Grant ListR01 MH083717 / MH / NIMH NIH HHS / United States
1R01MH083717-01A1 / MH / NIMH NIH HHS / United States
R305B090015 / / PHS HHS / United States
R324A08195 / / PHS HHS / United States
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