Westchester Institute for Human Development, 329 Cedarwood Hall, Valhalla, NY, 10595, USA.
Office of People With Developmental Disabilities - Finger Lakes DDSO, Rochester, NY, USA.
J Autism Dev Disord. 2018 Nov;48(11):3747-3760. doi: 10.1007/s10803-018-3606-x.
This study follows 70 children determined to have Autism Spectrum Disorder (ASD) before age three (Time 1). Parents filled out questionnaires and standardized measures about their child when he/she was school-aged (Time 2), including information about their children's preschool, kindergarten, and grade school educational settings. At Time 2, the researchers placed children in three diagnostic groups of No ASD, ASD-Higher Functioning, and ASD-Lower Functioning. Retrospective results showed that most children were receiving intensive services at the preschool level. In kindergarten, there was some divergence among the three groups, with more intensive services continuing for the ASD groups. At school age, classroom placement and services reflected service patterns that were consistent with these three levels of disability.
本研究追踪了 70 名在三岁前被确诊为自闭症谱系障碍（ASD）的儿童（时间 1）。当孩子处于学龄期（时间 2）时，父母填写了有关孩子的问卷和标准化量表，包括他们孩子的学前、幼儿园和小学教育环境的信息。在时间 2 时，研究人员将孩子分为三组：无 ASD、ASD-高功能和 ASD-低功能。回顾性结果表明，大多数孩子在学前阶段接受了密集的服务。在幼儿园阶段，三组之间存在一些差异，ASD 组继续接受更密集的服务。在学龄期，课堂安置和服务反映了与这三种残疾程度一致的服务模式。
