Educational outcomes of a cohort of children with autism who received early intensive behavioral intervention

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Description

Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skill acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD, who received EIBI, into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test proficiency, and special education eligibility under the ASD category for children who received EIBI. Medicaid records were utilized to create a cross-systems data set of 3- to 5-year-old children with ASD (n = 667). Most students were placed in general education and males and White students were more likely to receive special education services for ASD. Only half of the students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed.

Suggested Citation

Dimian, A. F., Wolff, J. J., & Symons, F. J. (2021). Educational outcomes of a cohort of children with autism who received early intensive behavioral intervention. Journal of Special Education. https://doi.org/10.1177/00224669211036397

Details

Date
2021 
Type
Peer-Reviewed Article 
Publisher
SAGE Publications, Inc.