Longitudinal follow‐up of academic achievement in children with autism from age 2 to 18

摘要: Objective This study examined early predictors of and changes in school-age academic achievement class placement children referred for autism spectrum disorder (ASD) at age 2. Method Of 111 ASD referrals, 74 were diagnosed with 18. Regression analyses performed to identify 3 arithmetic, passage comprehension, word reading, spelling ages 9 Linear Mixed Models used examine growth between 18. Results Academic skills varied widely 18, but mostly commensurate or higher than expected given cognitive levels. However, 22% (age 9) 32% 18) average/above average IQ showed below/low least one domain. Children who remained general education/inclusion classrooms had those moved special education classrooms. Stronger predicted better faster from Parent participation intervention by 18. Conclusions Many achieve basic their ability. more rigorous screening learning difficulties may be important because a significant minority show relative delays. Interventions targeting parent treatment have cascading effects on long-term development.