Delay to Early Intensive Behavioral Intervention and Educational Outcomes for a Medicaid-Enrolled Cohort of Children with Autism

2020 ◽  
Author(s):  
Adele F. Dimian ◽  
Frank J. Symons ◽  
Jason J. Wolff
Keyword(s):  
Behavioral Intervention ◽  
Educational Outcomes ◽  
Children With Autism ◽  
Early Intensive Behavioral Intervention ◽  
Intensive Behavioral Intervention

Educational Outcomes of a Cohort of Children With Autism Who Received Early Intensive Behavioral Intervention

2021 ◽  
pp. 002246692110363
Author(s):  
Adele F. Dimian ◽  
Jason J. Wolff ◽  
Frank J. Symons
Keyword(s):  
Special Education ◽  
Behavioral Intervention ◽  
Educational Outcomes ◽  
Standardized Test ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Early Intensive Behavioral Intervention ◽  
Data Set ◽  
Children With Asd ◽  
Intensive Behavioral Intervention

Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skill acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD, who received EIBI, into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test proficiency, and special education eligibility under the ASD category for children who received EIBI. Medicaid records were utilized to create a cross-systems data set of 3- to 5-year-old children with ASD ( n = 667). Most students were placed in general education and males and White students were more likely to receive special education services for ASD. Only half of the students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed.

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