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1
Preschoolers Identified as Having Autism: Characteristics, Services,
and Achievement
Elaine Carlson and Amy Shimshak, Westat
OSEP National Early Childhood ConferenceWashington, DC
December 12, 2005
PEELS is funded by the Institute of Education Sciences, National Center for Special Education Research
2
Overview
• PEELS is following 3,100 children with disabilities from preschool into their early elementary years
• Children were 3 through 5 years old at entry into the study (and 1st data collection)
• PEELS will examine children’s – preschool experiences and outcomes– transition to kindergarten– early elementary school experiences and
outcomes
3
Sampling
• Nationally representative sample of 223 LEAs
• LEAs stratified by– Enrollment size– Geographic region– Wealth
4
Data collection
• 5 waves between 2004 and 2009
• Wave 1 included:– Family Telephone Interview (N = 2,800)
– Direct Child Assessment (N = 2,792)• 13 subtests
– Mail Questionnaires • Teachers/service providers (N = 2,084)
• SEA administrators (N = 51)
• LEA administrators (N = 196)
• Principals/program directors (N = 895)
5
Profile of Primary Disabilities among Children with Disabilities
Ages 3-5Speech or language impairments 49%
Developmental delay 27%
Autism 7%
Mental retardation 4%
Learning disabilities 2%
Other health impairments 2%
Orthopedic impairments 2%
Emotional disturbance 1%
Other disabilities 6%
6
Characteristics of preschoolers identified as
having autism• Compared to preschoolers identified
as having other disabilities, those with autism
• were disproportionately male,• had similar racial/ethnic backgrounds,• had similar household incomes,• had mothers with similar levels of education,• were as likely to have been premature, and• were more likely to have had concerns
raised about their development between 12 and 35 months.
7
Preschoolers’ demographic characteristics
Autism Other Disabilities
Gender*Male 84% 69%
Race/ethnicityHispanicBlackWhite
30%14%56%
22%10%67%
Household income$20,000 or less$20,001-$30,000$30,001-$40,000$40,001-$50,000>$50,000
20%16%11%13%40%
28%16%12%10%33%
*p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
8
Preschoolers’ demographic characteristics, con’t.
Autism Other disabilities
Mother’s education< H.S. diplomaH.S. diplomaSome college4-year degree+
16%30%29%25%
20%39%29%21%
Prematurity3+ weeks early 24% 24%
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
9
Age at which concerns first expressed
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
10
Communication skills
• Compared to preschoolers with other disabilities, those identified as having autism
– From parent interviews• were less likely to use words to communicate,
• demonstrated fewer expressive and receptive language skills, and
• had more difficulty making their needs known.
11
Preschoolers’ primary methods of communication
Primarily communicate using
Autism Other disabilities
Spoken Words*
• Single words• 2-3 word utterances• Complete sentences
56%7%
54%39%
81%3%
30%67%
Other ways 44% 19%
*p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
12
Preschoolers’ articulation
When talking with people they don’t know, they are…
Autism Other disabilities
Very easy to understand 8% 11%
Fairly easy to understand
13% 30%
Somewhat hard to understand 41% 42%
Very hard to understand 38% 18%
p < .05
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
13
Preschoolers’ understanding of verbal and nonverbal
communicationAutism Other disabilities
As well as other children 7% 54%
Have a little trouble
47% 35%
Have a lot of trouble 47% 11%
p < .05
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
14
Preschoolers’ ability to make needs known
Autism Other disabilities
As well as other children
14% 51%
Have a little trouble 50% 36%
Have a lot of trouble
36% 12%
p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
15
Behavior and social skills
• Compared to preschoolers identified as having other disabilities, those identified as having autism – From teacher rating scales
• displayed more problem behaviors and• exhibited less well-developed social skills.
– From parent interviews • were more challenging to manage and • had a harder time paying attention, managing
change, and playing with other children.
16
Preschoolers’ mean scores on various social behavior scales
Autism Other disabilities
Mean Mean
PKBS Social Skills* 73.2 93.4PKBS Problem Behaviors*
109.5 97.5
ABAS Self-Care* 4.9 7.9
ABAS Self-Direction* 5.6 8.6
*p < .05
NOTE: The higher the score on PKBS Problem Behaviors, the higher the level of problem behaviors. The scaled score mean for ABAS Self-Care and Self-Direction is 10.
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” “Kindergarten Teacher Questionnaire,” and “Adaptive Behavior Assessment System – Second Edition (ABAS II) Teacher/Daycare Provider Form: Self-Care and Self-Direction,” Wave 1 Restricted Use Data, January 2005.
.
17
Percentage of preschoolers with scores in each decile on PKBS social skills scale
0
10
20
30
40
50
60
70
Children identifi ed as having
autism
Children identifi ed as having
other disabilitiesThese data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire” and “Kindergarten Teacher Questionnaire,” Wave 1 Restricted Use Data, January 2005.
18
Percentage of preschoolers with scores in each decile on PKBS problem behaviors
scale
0
5
10
15
20
25
Children identifi ed as having
autism
Children identifi ed as having
other disabilities
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire” and “Kindergarten Teacher Questionnaire,” Wave 1 Restricted Use Data, January 2005.
19
Appropriateness of preschoolers’ behavior
Autism Other disabilities
Typical for his/her age
17% 61%
Mildly inappropriate
26% 23%
Moderately inappropriate
42% 12%
Severely inappropriate
15% 4%
p < .05
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
20
Parents’ ability to manage behavior
Autism Other disabilities
Easy to manage 14% 37%
Sometimes hard to manage
51% 50%
Often hard to manage
35% 13%
p < .05
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
21
Preschoolers’ ability to pay attention and stay focused
Autism Other disabilities
Good at paying attention
10% 31%
Somewhat good at paying attention
39% 42%
Not good at paying attention
51% 28%
p < .05
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
22
Preschoolers’ ability to adjust to change
Adjusting to changes poses…
Autism Other disabilities
A great deal of difficulty
52% 25%
Some difficulty 32% 34%
No difficulty 16% 41%
p < 0.05
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
23
Preschoolers’ ability to play with other children
Autism Other disabilities
No trouble 13% 59%
Some trouble 46% 33%
A lot of trouble 42% 8%
p < 0.05
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
24
Preschoolers’ participation in group activities
Autism Other disabilities
At least once a month
37% 51%
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
25
Cognitive skills and pre-academic achievement
• From parent interviews
– Cognitive skills of preschoolers identified as having autism lagged behind those of preschoolers identified as having other disabilities.
• From direct child assessment
– Preschoolers identified as having autism scored higher than preschoolers identified as having other disabilities on the WJ Letter-Word subtest but lower on other pre-academic assessments.
26
Preschoolers’ ability to learn, think, and solve problems
Compared to children the same age…
Autism Other disabilities
Better 15% 11%
As well 12% 45%
Slightly less well 39% 32%
Much less well 35% 13%
p < .05
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005
27
Preschoolers’ pre-academic assessment scores
Autism Other disabilities
Mean Mean
W-J III Letter Word 108.8 97.4
W-J III Applied Problems
80.7 90.6
PPVT 88.2 90.0
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word and Applied Problems,” and “Peabody Picture Vocabulary Test,” Wave 1 Restricted Use Data, January 2005.
.
28
Percentage of preschoolers with autism scoring in each decile on
Woodcock-Johnson III: Letter-Word
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word,” Wave 1 Restricted Use Data, January 2005.
0
5
10
15
20
25
Children identifi ed as having
autism
Children identifi ed as having
other disabilities
29
Percentage of preschoolers with autism scoring in each decile on Woodcock-Johnson III: Applied
Problems
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Applied Problems,” Wave 1 Restricted Use Data, January 2005.
0
10
20
30
40
50
Children identifi ed as having
autism
Children identifi ed as having
other disabilities
30
Percentage of preschoolers with autism scoring in each decile on
PPVT
These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Peabody Picture Vocabulary Test,” Wave 1 Restricted Use Data, January 2005.
0
10
20
30
40
50
60
70
80
Children identifi ed as having
autism
Children identifi ed as having
other disabilities
31
Variation in pre-academic and social behavior scores
• Pre-academic scores sometimes varied by – ability to understand verbal or non-verbal
communication– ability to make needs known– ability to think, learn, and solve problems
• Social behavior scores sometimes varied by– ability to think, learn, and solve problems– ability to understand verbal or non-verbal
communication– ability to make needs known
32
Mean scores for preschoolers identified as having autism on pre-academic
assessments based on ability to understand verbal or nonverbal communication
WJ IIILetter-Word
WJ IIIApplied
Problems*PPVT*
Understands as well as other children
105.4 98.7 103.6
Has a little trouble understanding
112.1 87.2 85.9
Has a lot of trouble understanding
113.0 77.7 86.1
* p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word and Applied Problems,” “Peabody Picture Vocabulary Test,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005
33
Mean scores for preschoolers identified as having autism on pre-academic
assessments based on ability to make their needs known
WJ IIILetter-Word
WJ IIIApplied Problems
PPVT*
Communicates as well as other children
107.4 94.9 92.0
Has a little trouble communicating
112.7 85.7 89.3
Has a lot of trouble communicating
112.5 69.4 76.6
*p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word and Applied Problems,” “Peabody Picture Vocabulary Test,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005
34
Mean scores for preschoolers identified as having autism on pre-academic assessments
based on ability to think, learn and solve problems
Compared to peersWJ III
Letter-Word
WJ IIIApplied
ProblemsPPVT*
Better 121.4 86.8 97.6
As well 111.5 94.7 95.0
Slightly less well 112.5 84.8 84.3
Much less well 99.1 76.4 79.3
*p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word and Applied Problems,” “Peabody Picture Vocabulary Test,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005
35
Mean scores for preschoolers identified as having autism on social behavior scales based on ability to think, learn and solve
problemsCompared to children the same age…
PKBS Problem Behavior
s
PKBS Social Skills*
ABAS Self-
Direction*
ABAS Self-Care
Better 107.2 96.6 9.2 6.9
As well 103.4 91.6 8.5 8.0
Slightly less well 107.3 87.2 7.1 6.2
Much less well 110.2 82.5 7.5 5.4
*p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” “Kindergarten Teacher Questionnaire,” “Adaptive Behavior Assessment System – Second Edition (ABAS-II) Teacher/Daycare Provider Form: Self-Care and Self-Direction,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005
36
Mean scores for preschoolers identified as having autism on social behavior assessments based on ability to understand verbal or nonverbal
communicationPKBS
Problem Behaviors
PKBS Social Skills*
ABAS Self-
Direction*
ABAS Self-Care*
Understands as well as other children
96.7 103.1 9.5 9.0
Has a little trouble understanding
109.8 91.9 8.2 6.7
Has a lot of trouble understanding
107.1 79.9 6.8 5.3*p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” “Kindergarten Teacher Questionnaire,” “Adaptive Behavior Assessment System – Second Edition (ABAS-II) Teacher/Daycare Provider Form: Self-Care and Self-Direction,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005
37
Mean scores for preschoolers identified as having autism on social behavior
assessments based on ability to make their needs known
PKBS Problem
Behaviors
PKBS Social Skills*
ABAS Self-
Direction*
ABAS Self-Care*
Communicates as well as other children
103.2 105.1 9.4 7.5
Has a little trouble communication
108.5 87.8 7.8 6.5
Has a lot of trouble communicating
106.5 78.1 6.8 5.4
*p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” “Kindergarten Teacher Questionnaire,” “Adaptive Behavior Assessment System – Second Edition (ABAS-II) Teacher/Daycare Provider Form: Self-Care and Self-Direction,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005
38
Child find
• 50% of preschoolers identified as having autism had an IFSP before age 3 compared to 38% of preschoolers identified as having other disabilities.
• On average, preschoolers identified as having autism were 30 months old when services began compared to 32 months for preschoolers identified as having other disabilities.
39
Services
• Compared to preschoolers identified as having other disabilities, those identified as having autism – received more hours a week of service and
more of their services in special education settings and at home
– were more likely to receive a variety of services, including…
• Occupational therapy
• Behavior management
• Augmentative communication
• Assistive technology
40
For children in kindergarten and preschool classes, hours a week in various settings
Autism Other disabilities
Mean Median Mean Median
Total hours/week of service* 20 19 17 13
Hours/week in regular education* 4 0 8 1
Hours/week in special education* 14 13 8 5
Hours/week in home instruction* 1 0 0.1 0
*p < .05Total hours of service does not equal the sum of hours spent in regular education, special education, and home instruction because other service settings were not included here due to their small means and medians.These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” and “Kindergarten Teacher Questionnaire,” Wave 1 Restricted Use Data, January 2005
41
Services preschoolers received
Autism Other disabilities
Speech therapy 88% 89%
Occupational therapy* 70% 32%
Behavior management* 43% 13%
Learning strategies 39% 29%
Augmentative communication *
35% 8%
Assistive technology * 25% 10%
*p < .05These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” and “Kindergarten Teacher Questionnaire,” Wave 1 Restricted Use Data, January 2005
42
PEELS Web Site
www.peels.org