[article]
| Titre : |
Cognitive Abilities and Irritability Are the Main Factors Influencing Initial Placement of Autistic Preschoolers in Special or Mainstream Education in Israel |
| Type de document : |
texte imprimé |
| Auteurs : |
Moran BACHRACH, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKY, Auteur ; Dikla ZAGDON, Auteur ; Yair SADAKA, Auteur ; Omer Bar YOSEF, Auteur ; Adi ARAN, Auteur ; Michal BEGIN, Auteur ; Ditza ZACHOR, Auteur ; Einat AVNI, Auteur ; Judah KOLLER, Auteur ; Idan MENASHE, Auteur ; Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur |
| Article en page(s) : |
e70188 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
autism cognitive abilities irritability mainstream education preschool placement special education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
ABSTRACT Following diagnosis, autistic children are often placed in preschool settings that vary along a continuum from exclusive special education to inclusive mainstream education. These settings differ in their staff composition and expertise, ability to implement structured autism interventions, ability to integrate autistic and typically developing children, and costs. Here, we examined whether there were significant differences in the behavioral abilities and developmental difficulties of children placed in special versus mainstream public education in Israel, where there is a systematic dichotomy between the two educational settings. We analyzed data from 165 autistic children, 120 in special and 45 in mainstream education, who completed comprehensive behavioral assessments at a mean age of 37.8?months, as they entered their first preschool setting. Children placed in special education exhibited significantly poorer cognitive abilities and higher irritability and hyperactivity than children in mainstream education while there were no significant differences in autism severity or adaptive behaviors across groups. Moreover, cognitive and irritability scores were sufficient for classifying children across the two settings with an average accuracy of 76.4% when using a pruned decision tree algorithm and a 5-fold cross-validation procedure. These findings extend previous research by demonstrating that cognitive abilities and irritability are the strongest predictors of preschool educational placement. Further longitudinal research is needed to determine whether these placement decisions benefit the children as they develop. |
| En ligne : |
https://doi.org/10.1002/aur.70188 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 |
in Autism Research > 19-3 (March 2026) . - e70188
[article] Cognitive Abilities and Irritability Are the Main Factors Influencing Initial Placement of Autistic Preschoolers in Special or Mainstream Education in Israel [texte imprimé] / Moran BACHRACH, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKY, Auteur ; Dikla ZAGDON, Auteur ; Yair SADAKA, Auteur ; Omer Bar YOSEF, Auteur ; Adi ARAN, Auteur ; Michal BEGIN, Auteur ; Ditza ZACHOR, Auteur ; Einat AVNI, Auteur ; Judah KOLLER, Auteur ; Idan MENASHE, Auteur ; Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur . - e70188. Langues : Anglais ( eng) in Autism Research > 19-3 (March 2026) . - e70188
| Mots-clés : |
autism cognitive abilities irritability mainstream education preschool placement special education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
ABSTRACT Following diagnosis, autistic children are often placed in preschool settings that vary along a continuum from exclusive special education to inclusive mainstream education. These settings differ in their staff composition and expertise, ability to implement structured autism interventions, ability to integrate autistic and typically developing children, and costs. Here, we examined whether there were significant differences in the behavioral abilities and developmental difficulties of children placed in special versus mainstream public education in Israel, where there is a systematic dichotomy between the two educational settings. We analyzed data from 165 autistic children, 120 in special and 45 in mainstream education, who completed comprehensive behavioral assessments at a mean age of 37.8?months, as they entered their first preschool setting. Children placed in special education exhibited significantly poorer cognitive abilities and higher irritability and hyperactivity than children in mainstream education while there were no significant differences in autism severity or adaptive behaviors across groups. Moreover, cognitive and irritability scores were sufficient for classifying children across the two settings with an average accuracy of 76.4% when using a pruned decision tree algorithm and a 5-fold cross-validation procedure. These findings extend previous research by demonstrating that cognitive abilities and irritability are the strongest predictors of preschool educational placement. Further longitudinal research is needed to determine whether these placement decisions benefit the children as they develop. |
| En ligne : |
https://doi.org/10.1002/aur.70188 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 |
|  |
Cognitive Abilities and Irritability Are the Main Factors Influencing Initial Placement of Autistic Preschoolers in Special or Mainstream Education in Israel in Autism Research, 19-3 (March 2026)
