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Détail de l'auteur
Auteur Tiffany JOEL |
Documents disponibles écrits par cet auteur (1)
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An Analysis of State Autism Educational Assessment Practices and Requirements / Erin E. BARTON in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : An Analysis of State Autism Educational Assessment Practices and Requirements Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. BARTON, Auteur ; Bryn HARRIS, Auteur ; Nancy LEECH, Auteur ; Lillian STIFF, Auteur ; Gounah CHOI, Auteur ; Tiffany JOEL, Auteur Article en page(s) : p.737-748 Langues : Anglais (eng) Mots-clés : Educational assessment Diagnostic practices Educational policy Index. décimale : PER Périodiques Résumé : States differ in the procedures and criteria used to identify ASD. These differences are likely to impact the prevalence and age of identification for children with ASD. The purpose of the current study was to examine the specific state variations in ASD identification and eligibility criteria requirements. We examined variations by state in autism assessment practices and the proportion of children eligible for special education services under the autism category. Overall, our findings suggest that ASD identification practices vary across states, but most states use federal guidelines, at least in part, to set their requirements. Implications and recommendations for policy and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2589-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.737-748[article] An Analysis of State Autism Educational Assessment Practices and Requirements [Texte imprimé et/ou numérique] / Erin E. BARTON, Auteur ; Bryn HARRIS, Auteur ; Nancy LEECH, Auteur ; Lillian STIFF, Auteur ; Gounah CHOI, Auteur ; Tiffany JOEL, Auteur . - p.737-748.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.737-748
Mots-clés : Educational assessment Diagnostic practices Educational policy Index. décimale : PER Périodiques Résumé : States differ in the procedures and criteria used to identify ASD. These differences are likely to impact the prevalence and age of identification for children with ASD. The purpose of the current study was to examine the specific state variations in ASD identification and eligibility criteria requirements. We examined variations by state in autism assessment practices and the proportion of children eligible for special education services under the autism category. Overall, our findings suggest that ASD identification practices vary across states, but most states use federal guidelines, at least in part, to set their requirements. Implications and recommendations for policy and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2589-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281