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California Autism Prevalence Trends from 1931 to 2014 and Comparison to National ASD Data from IDEA and ADDM / C. NEVISON in Journal of Autism and Developmental Disorders, 48-12 (December 2018)
[article]
Titre : California Autism Prevalence Trends from 1931 to 2014 and Comparison to National ASD Data from IDEA and ADDM Type de document : Texte imprimé et/ou numérique Auteurs : C. NEVISON, Auteur ; Mark BLAXILL, Auteur ; Walter ZAHORODNY, Auteur Article en page(s) : p.4103-4117 Langues : Anglais (eng) Mots-clés : Addm ASD prevalence Autism spectrum disorder Autistic disorder Cdds Idea Time trends Index. décimale : PER Périodiques Résumé : Time trends in U.S. autism prevalence from three ongoing datasets [Individuals with Disabilities Education Act, Autism and Developmental Disabilities Monitoring Network, and California Department of Developmental Services (CDDS)] are calculated using two different methods: (1) constant-age tracking of 8 year-olds and (2) age-resolved snapshots. The data are consistent across methods in showing a strong upward trend over time. The prevalence of autism in the CDDS dataset, the longest of the three data records, increased from 0.001% in the cohort born in 1931 to 1.2% among 5 year-olds born in 2012. This increase began around ~ 1940 at a rate that has gradually accelerated over time, including notable change points around birth years 1980, 1990 and, most recently, 2007. En ligne : http://dx.doi.org/10.1007/s10803-018-3670-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4103-4117[article] California Autism Prevalence Trends from 1931 to 2014 and Comparison to National ASD Data from IDEA and ADDM [Texte imprimé et/ou numérique] / C. NEVISON, Auteur ; Mark BLAXILL, Auteur ; Walter ZAHORODNY, Auteur . - p.4103-4117.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4103-4117
Mots-clés : Addm ASD prevalence Autism spectrum disorder Autistic disorder Cdds Idea Time trends Index. décimale : PER Périodiques Résumé : Time trends in U.S. autism prevalence from three ongoing datasets [Individuals with Disabilities Education Act, Autism and Developmental Disabilities Monitoring Network, and California Department of Developmental Services (CDDS)] are calculated using two different methods: (1) constant-age tracking of 8 year-olds and (2) age-resolved snapshots. The data are consistent across methods in showing a strong upward trend over time. The prevalence of autism in the CDDS dataset, the longest of the three data records, increased from 0.001% in the cohort born in 1931 to 1.2% among 5 year-olds born in 2012. This increase began around ~ 1940 at a rate that has gradually accelerated over time, including notable change points around birth years 1980, 1990 and, most recently, 2007. En ligne : http://dx.doi.org/10.1007/s10803-018-3670-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 Race/Ethnicity-Resolved Time Trends in United States ASD Prevalence Estimates from IDEA and ADDM / C. NEVISON in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
[article]
Titre : Race/Ethnicity-Resolved Time Trends in United States ASD Prevalence Estimates from IDEA and ADDM Type de document : Texte imprimé et/ou numérique Auteurs : C. NEVISON, Auteur ; Walter ZAHORODNY, Auteur Article en page(s) : p.4721-4730 Langues : Anglais (eng) Mots-clés : Addm Autism Spectrum Disorder Black Hispanic Idea Prevalence Race/ethnicity Time trends White Index. décimale : PER Périodiques Résumé : Race-specific time trends in Autism Spectrum Disorder prevalence are tracked among 3-5 year-olds and 8 year-olds identified by the U.S. Individuals with Disabilities Education Act (IDEA) and the Autism and Developmental Disabilities Monitoring (ADDM) Network, respectively. White ASD prevalence historically has been higher than other racial groups but plateaued for IDEA birth cohorts from ~ 2004 to 2007 before resuming its increase. Black and Hispanic IDEA prevalence increased continuously and caught up to whites by birth year ~ 2008 and ~ 2013, respectively, with black prevalence subsequently exceeding white prevalence in the majority of states. Plateaus in white prevalence occurred in some ADDM states for birth years 2002-2006, but IDEA trends suggest prevalence will increase across all racial groups in ADDM's birth year 2008 report. En ligne : http://dx.doi.org/10.1007/s10803-019-04188-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4721-4730[article] Race/Ethnicity-Resolved Time Trends in United States ASD Prevalence Estimates from IDEA and ADDM [Texte imprimé et/ou numérique] / C. NEVISON, Auteur ; Walter ZAHORODNY, Auteur . - p.4721-4730.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4721-4730
Mots-clés : Addm Autism Spectrum Disorder Black Hispanic Idea Prevalence Race/ethnicity Time trends White Index. décimale : PER Périodiques Résumé : Race-specific time trends in Autism Spectrum Disorder prevalence are tracked among 3-5 year-olds and 8 year-olds identified by the U.S. Individuals with Disabilities Education Act (IDEA) and the Autism and Developmental Disabilities Monitoring (ADDM) Network, respectively. White ASD prevalence historically has been higher than other racial groups but plateaued for IDEA birth cohorts from ~ 2004 to 2007 before resuming its increase. Black and Hispanic IDEA prevalence increased continuously and caught up to whites by birth year ~ 2008 and ~ 2013, respectively, with black prevalence subsequently exceeding white prevalence in the majority of states. Plateaus in white prevalence occurred in some ADDM states for birth years 2002-2006, but IDEA trends suggest prevalence will increase across all racial groups in ADDM's birth year 2008 report. En ligne : http://dx.doi.org/10.1007/s10803-019-04188-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 Examining the Quality of IEPs for Young Children with Autism / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 40-12 (December 2010)
[article]
Titre : Examining the Quality of IEPs for Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Nancy DALRYMPLE, Auteur ; Lee Ann JUNG, Auteur Année de publication : 2010 Article en page(s) : p.1459-1470 Langues : Anglais (eng) Mots-clés : Individual education programs National research council IDEA IEP quality IEP objectives Educating children with autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool’s reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided. En ligne : http://dx.doi.org/10.1007/s10803-010-1003-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Journal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1459-1470[article] Examining the Quality of IEPs for Young Children with Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Nancy DALRYMPLE, Auteur ; Lee Ann JUNG, Auteur . - 2010 . - p.1459-1470.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1459-1470
Mots-clés : Individual education programs National research council IDEA IEP quality IEP objectives Educating children with autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool’s reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided. En ligne : http://dx.doi.org/10.1007/s10803-010-1003-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility / Jonathan SAFER-LICHTENSTEIN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
[article]
Titre : Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.186-192 Mots-clés : elementary age identification assessment IDEA policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192[article] Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility [Texte imprimé et/ou numérique] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur . - p.186-192.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192
Mots-clés : elementary age identification assessment IDEA policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 The Endrew Decision’s Impact on the Education of Students With Autism: Implications for Practice and Policy / Sarah HURWITZ in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
[article]
Titre : The Endrew Decision’s Impact on the Education of Students With Autism: Implications for Practice and Policy Type de document : Texte imprimé et/ou numérique Auteurs : Sarah HURWITZ, Auteur ; Janet R. DECKER, Auteur ; Ilana L. LINDER, Auteur Article en page(s) : p.131-142 Mots-clés : autism Endrew v. Douglas Co. education law IDEA FAPE Index. décimale : PER Périodiques Résumé : In 2017, the U.S. Supreme Court provided a ruling regarding what constitutes an appropriate education for students with disabilities in Endrew v. Douglas County. The case concerned a student with autism, and we use it to offer schools and families autism-related recommendations for practice and policy. We analyze the legal history of the educational benefit standard prior to Endrew and what has occurred in the year after the Court?s decision. Endrew may not dramatically alter education for students who are progressing alongside their peers, but it elevates expectations for those like Endrew, who are in self-contained classrooms or are not making grade-level progress. We suggest that schools prioritize behavior management to facilitate academic and functional progress, and theorize that there may be an increase in the number of families requesting evidence-based practices, like Applied Behavior Analysis (ABA), and placement in alternative settings like specialized charter and private schools. En ligne : https://doi.org/10.1177/1088357619888928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.131-142[article] The Endrew Decision’s Impact on the Education of Students With Autism: Implications for Practice and Policy [Texte imprimé et/ou numérique] / Sarah HURWITZ, Auteur ; Janet R. DECKER, Auteur ; Ilana L. LINDER, Auteur . - p.131-142.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.131-142
Mots-clés : autism Endrew v. Douglas Co. education law IDEA FAPE Index. décimale : PER Périodiques Résumé : In 2017, the U.S. Supreme Court provided a ruling regarding what constitutes an appropriate education for students with disabilities in Endrew v. Douglas County. The case concerned a student with autism, and we use it to offer schools and families autism-related recommendations for practice and policy. We analyze the legal history of the educational benefit standard prior to Endrew and what has occurred in the year after the Court?s decision. Endrew may not dramatically alter education for students who are progressing alongside their peers, but it elevates expectations for those like Endrew, who are in self-contained classrooms or are not making grade-level progress. We suggest that schools prioritize behavior management to facilitate academic and functional progress, and theorize that there may be an increase in the number of families requesting evidence-based practices, like Applied Behavior Analysis (ABA), and placement in alternative settings like specialized charter and private schools. En ligne : https://doi.org/10.1177/1088357619888928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430