An Analysis of State Autism Educational Assessment Practices and Requirements.
作者： Erin E. Barton , Bryn Harris , Nancy Leech , Lillian Stiff , Gounah Choi
DOI: 10.1007/S10803-015-2589-0
关键词: Set (psychology) 、 State (polity) 、 Special education 、 Psychology 、 Educational measurement 、 Autism 、 Clinical psychology 、 Public health 、 Identification (information) 、 Educational assessment
摘要: States differ in the procedures and criteria used to identify ASD. These differences are likely impact prevalence age of identification for children with The purpose current study was examine specific state variations ASD eligibility requirements. We examined by autism assessment practices proportion eligible special education services under category. Overall, our findings suggest that vary across states, but most states use federal guidelines, at least part, set their Implications recommendations policy practice discussed.
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