Spaulding Christine J, Lerner Matthew D, Gadow Kenneth D
Stony Brook University, USA.
Autism. 2017 May;21(4):423-435. doi: 10.1177/1362361316645428. Epub 2016 May 12.
Relatively little is known about patterns of school-based supportive services for youth with autism spectrum disorder. This study describes these supportive services and their correlates, both cross-sectionally and retrospectively, in a large sample ( N = 283) of 6- to 18- year-old youth. To assess whether special education designation and classroom placement patterns were peculiar to autism spectrum disorder, we also conducted analyses comparing youth with autism spectrum disorder to those with other psychiatric diagnoses ( N = 1088). In higher grades, the relative quantity of three common supportive services received by youth with autism spectrum disorder decreased, while total supportive service quantity remained stable over time. Youth with autism spectrum disorder were more likely to receive a special education designation and were placed in less inclusive classroom settings than youth with other psychiatric diagnoses. These findings suggest that as youth with autism spectrum disorder reach higher grades, changes in service provision occur in terms of both time and quantity.
关于为患有自闭症谱系障碍的青少年提供的校内支持服务模式，我们所知甚少。本研究以一个包含283名6至18岁青少年的大样本，从横断面和回顾性角度描述了这些支持服务及其相关因素。为评估特殊教育指定和课堂安置模式是否为自闭症谱系障碍所特有，我们还进行了分析，将患有自闭症谱系障碍的青少年与患有其他精神疾病诊断的青少年（N = 1088）进行比较。在高年级，患有自闭症谱系障碍的青少年接受的三项常见支持服务的相对数量减少，而支持服务的总量随时间保持稳定。与患有其他精神疾病诊断的青少年相比，患有自闭症谱系障碍的青少年更有可能获得特殊教育指定，并且被安置在包容性较低的课堂环境中。这些发现表明，随着患有自闭症谱系障碍的青少年升入高年级，服务提供在时间和数量方面都会发生变化。
