Special Education Services Among Autistic Children With and Without Co-Occurring Language, Attention, and Cognitive Difficulties

• In Event: Sheraton Roundtable Session Two
  In Roundtable Session: Evaluation and Service Promises and Paradoxes in Special and Inclusive Education (Table 5)

Abstract

Autistic students commonly receive a wide array of special education services. Existing studies have identified both demographic factors and cognitive difficulties may contribute to service use and rates. Studies have relied on small samples and have not examined other co-occurring conditions. This study uses data from a large national dataset (n = 36,559) to examine if demographic variables (age, gender, race, ethnicity, and mother’s education) and co-occurring language, attention, and cognitive difficulties contribute to the likelihood of receiving 18 different special education services. Findings highlight consistent differences in special education service rates amongst children with different co-occurring conditions and highlight the need for continued investigation into how co-occurring conditions impact service rates. Implications for research and practice will be discussed.

Authors

• Matthew Zajic, Teachers College, Columbia University
  Presenting Author

• Juliette Gudknecht, Teachers College, Columbia University
  Non-Presenting Author

• Nancy McIntyre, University of Central Florida
  Non-Presenting Author