Cognitive Abilities and Irritability Are the Main Factors Influencing Initial Placement of Autistic Preschoolers in Special or Mainstream Education in Israel / Moran BACHRACH in Autism Research, 19-3 (March 2026)  

Public ISBD [article]  inAutism Research > 19-3 (March 2026) . - e70188 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 [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

Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year / Einat AVNI ; Esther BEN-ITZCHAK ; Ronit SABAN-BEZALEL ; Ditza A. ZACHOR in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.237-249 Titre : Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.237-249 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Only a few studies examined the longitudinal pattern of parent-teacher reports on autism severity and comorbidities in autism spectrum disorder (ASD) and yielded conflicting results. The study?s aims were to compare parents and teachers' perception of autism, attention deficit hyperactivity disorder (ADHD) and anxiety symptoms severity in children with ASD, at the start (T1) and end (T2) of the school year, to assess changes in their perception over time and to examine correlations between their reports. En ligne : https://doi.org/10.1007/s10803-023-06183-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year : Journal of Autism and Developmental Disorders [texte imprimé] / Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur . - p.237-249. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.237-249 Index. décimale : PER Périodiques Résumé : Only a few studies examined the longitudinal pattern of parent-teacher reports on autism severity and comorbidities in autism spectrum disorder (ASD) and yielded conflicting results. The study?s aims were to compare parents and teachers' perception of autism, attention deficit hyperactivity disorder (ADHD) and anxiety symptoms severity in children with ASD, at the start (T1) and end (T2) of the school year, to assess changes in their perception over time and to examine correlations between their reports. En ligne : https://doi.org/10.1007/s10803-023-06183-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes / Ronit SABAN-BEZALEL in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102350 Titre : Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes Type de document : texte imprimé Auteurs : Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur ; Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur Article en page(s) : p.102350 Langues : Anglais (eng) Mots-clés : Autism  Age  Outcomes  Language  Adaptive skills  Symptom severity  Special education classes Index. décimale : PER Périodiques Résumé : A well-accepted hypothesis in the field of autism spectrum disorder (ASD) is that early intervention is crucial for better outcomes. However, research has noted significant variability in early intervention outcomes. This study examined the role of age in relation to outcomes in comprehensive developmental domains following one year of school in community special education classes for ASD. We compared two groups: a younger group (n = 35) aged 34-59 months and an older group (n = 38) aged 60-91 months. The groups did not differ in cognitive ability, autism severity or adaptive behavioral skills at the start of the school year. After one year, the entire study population showed significant progress in all developmental domains. However, changes in effect size were much more robust in the younger ASD group. Only younger children showed a significant decrease in the severity of communication, awareness and restricted interests and repetitive behavior subdomains and a significant increase in motor adaptive skills. Younger children also showed more remarkable improvement in the naming and expressive subdomains. Respectively, older age predicted more severe ASD symptoms at the end of the educational year. Corresponding to brain plasticity theories, our findings point to an association between age and outcomes. The findings should serve as a benchmark for policymakers regarding early intervention in young children with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes [texte imprimé] / Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur ; Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur . - p.102350. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102350 Mots-clés : Autism  Age  Outcomes  Language  Adaptive skills  Symptom severity  Special education classes Index. décimale : PER Périodiques Résumé : A well-accepted hypothesis in the field of autism spectrum disorder (ASD) is that early intervention is crucial for better outcomes. However, research has noted significant variability in early intervention outcomes. This study examined the role of age in relation to outcomes in comprehensive developmental domains following one year of school in community special education classes for ASD. We compared two groups: a younger group (n = 35) aged 34-59 months and an older group (n = 38) aged 60-91 months. The groups did not differ in cognitive ability, autism severity or adaptive behavioral skills at the start of the school year. After one year, the entire study population showed significant progress in all developmental domains. However, changes in effect size were much more robust in the younger ASD group. Only younger children showed a significant decrease in the severity of communication, awareness and restricted interests and repetitive behavior subdomains and a significant increase in motor adaptive skills. Younger children also showed more remarkable improvement in the naming and expressive subdomains. Respectively, older age predicted more severe ASD symptoms at the end of the educational year. Corresponding to brain plasticity theories, our findings point to an association between age and outcomes. The findings should serve as a benchmark for policymakers regarding early intervention in young children with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

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