What Does it Mean to be Autistic? Inter-state Variation in Special Education Criteria for Autism Services
The prevalence of Autism and other Autism Spectrum Disorders (ASDs) has increased dramatically in recent years. The criterion for a clinical diagnosis of Autism, however, is independent from the special education eligibility requirements for Autism services. While the DSM-IV-TR provides a nationally...
Gespeichert in:
| Veröffentlicht in: | Journal of child and family studies 2009-12, Vol.18 (6), p.662-669 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 669 |
|---|---|
| container_issue | 6 |
| container_start_page | 662 |
| container_title | Journal of child and family studies |
| container_volume | 18 |
| creator | MacFarlane, Jaclyn R. Kanaya, Tomoe |
| description | The prevalence of Autism and other Autism Spectrum Disorders (ASDs) has increased dramatically in recent years. The criterion for a clinical diagnosis of Autism, however, is independent from the special education eligibility requirements for Autism services. While the DSM-IV-TR provides a nationally-accepted definition for Autism and ASD, under federal law, the special education criteria for Autism services can vary from state to state. By analyzing federal, special education child-count data as well as each state’s legal code, this study examines and compares eligibility criteria in all 50 states and Washington DC. Our results reveal inter-state variability in Autism eligibility requirements within special education, and this variability can have an impact on prevalence rates. Implications and recommendations for researchers and practitioners in clinical psychology, public health, education, pediatrics, and public policy are discussed. |
| doi_str_mv | 10.1007/s10826-009-9268-8 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_57327189</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ859768</ericid><sourcerecordid>1895720491</sourcerecordid><originalsourceid>FETCH-LOGICAL-c398t-645826ccbec293df00cf0936305f09ef6762ed275fceee89dfdf9a2245e7c3453</originalsourceid><addsrcrecordid>eNqFkU1LHTEUhoO0oLX9AYKL4KK7aD5m8rESud76gaULqy5DzJy0kbkzt0mm0H_fDCMKQunqhLzPeQ_nvAgdMHrMKFUnmVHNJaHUEMOlJnoH7bFWCcJ1I97VN5WcMMqbXfQh5ydaQc3NHooPP13B5yNkHAv-Cm7AZcSPgM-mEnOJ_hRfDQUSycUVwPcuRVfiOOA44Nst-Oh6vO4mv3yuUqxsdDiMaXHY4FtIv6OH_BG9D67P8Om57qO7L-vvq0ty8-3ianV2Q7wwuhDZtHUR7x_BcyO6QKkP1AgpaFsrBKkkh46rNngA0KYLXTCO86YF5UXTin30efHdpvHXBLnYTcwe-t4NME7Z1qNwxbT5LygUl7JlqoJHb8CncUpDXcJyRhvFWjNDbIF8GnNOEOw2xY1Lfyyjdo7ILhHZenk7R2R17TlceurN_Au_vtbVUM4yX-RcpeEHpNe5__b8C2amnLE</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>210471597</pqid></control><display><type>article</type><title>What Does it Mean to be Autistic? Inter-state Variation in Special Education Criteria for Autism Services</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>Education Source</source><source>SpringerLink Journals - AutoHoldings</source><creator>MacFarlane, Jaclyn R. ; Kanaya, Tomoe</creator><creatorcontrib>MacFarlane, Jaclyn R. ; Kanaya, Tomoe</creatorcontrib><description>The prevalence of Autism and other Autism Spectrum Disorders (ASDs) has increased dramatically in recent years. The criterion for a clinical diagnosis of Autism, however, is independent from the special education eligibility requirements for Autism services. While the DSM-IV-TR provides a nationally-accepted definition for Autism and ASD, under federal law, the special education criteria for Autism services can vary from state to state. By analyzing federal, special education child-count data as well as each state’s legal code, this study examines and compares eligibility criteria in all 50 states and Washington DC. Our results reveal inter-state variability in Autism eligibility requirements within special education, and this variability can have an impact on prevalence rates. Implications and recommendations for researchers and practitioners in clinical psychology, public health, education, pediatrics, and public policy are discussed.</description><identifier>ISSN: 1062-1024</identifier><identifier>EISSN: 1573-2843</identifier><identifier>DOI: 10.1007/s10826-009-9268-8</identifier><identifier>CODEN: JCFSES</identifier><language>eng</language><publisher>Boston: Springer US</publisher><subject>Autism ; Autism Spectrum Disorders ; Autistic spectrum disorders ; Behavior Patterns ; Behavioral Science and Psychology ; Child and School Psychology ; Clinical Diagnosis ; Clinical Psychology ; Criteria ; Cross-sectional analysis ; Definitions ; Education policy ; Educational Experience ; Educational Policy ; Educational Research ; Eligibility ; Emotional Disturbances ; Federal Legislation ; Government policy ; Incidence ; Interpersonal Relationship ; Learning disabilities ; Learning Strategies ; Medical diagnosis ; Mental Disorders ; Multiple Disabilities ; Occupational Therapy ; Original Paper ; Paediatrics ; Pediatrics ; Prevalence ; Psychological Patterns ; Psychology ; Public Health ; Public Policy ; Public Schools ; Remedial Teachers ; Resistance (Psychology) ; School Psychologists ; Social Sciences ; Social services ; Sociology ; Special Education ; Special Education Teachers ; Speech Therapy ; Study Skills ; U.S.A ; United States ; Variability</subject><ispartof>Journal of child and family studies, 2009-12, Vol.18 (6), p.662-669</ispartof><rights>Springer Science+Business Media, LLC 2009</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c398t-645826ccbec293df00cf0936305f09ef6762ed275fceee89dfdf9a2245e7c3453</citedby><cites>FETCH-LOGICAL-c398t-645826ccbec293df00cf0936305f09ef6762ed275fceee89dfdf9a2245e7c3453</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10826-009-9268-8$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10826-009-9268-8$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,12827,27903,27904,30978,30979,41467,42536,51297</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ859768$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>MacFarlane, Jaclyn R.</creatorcontrib><creatorcontrib>Kanaya, Tomoe</creatorcontrib><title>What Does it Mean to be Autistic? Inter-state Variation in Special Education Criteria for Autism Services</title><title>Journal of child and family studies</title><addtitle>J Child Fam Stud</addtitle><description>The prevalence of Autism and other Autism Spectrum Disorders (ASDs) has increased dramatically in recent years. The criterion for a clinical diagnosis of Autism, however, is independent from the special education eligibility requirements for Autism services. While the DSM-IV-TR provides a nationally-accepted definition for Autism and ASD, under federal law, the special education criteria for Autism services can vary from state to state. By analyzing federal, special education child-count data as well as each state’s legal code, this study examines and compares eligibility criteria in all 50 states and Washington DC. Our results reveal inter-state variability in Autism eligibility requirements within special education, and this variability can have an impact on prevalence rates. Implications and recommendations for researchers and practitioners in clinical psychology, public health, education, pediatrics, and public policy are discussed.</description><subject>Autism</subject><subject>Autism Spectrum Disorders</subject><subject>Autistic spectrum disorders</subject><subject>Behavior Patterns</subject><subject>Behavioral Science and Psychology</subject><subject>Child and School Psychology</subject><subject>Clinical Diagnosis</subject><subject>Clinical Psychology</subject><subject>Criteria</subject><subject>Cross-sectional analysis</subject><subject>Definitions</subject><subject>Education policy</subject><subject>Educational Experience</subject><subject>Educational Policy</subject><subject>Educational Research</subject><subject>Eligibility</subject><subject>Emotional Disturbances</subject><subject>Federal Legislation</subject><subject>Government policy</subject><subject>Incidence</subject><subject>Interpersonal Relationship</subject><subject>Learning disabilities</subject><subject>Learning Strategies</subject><subject>Medical diagnosis</subject><subject>Mental Disorders</subject><subject>Multiple Disabilities</subject><subject>Occupational Therapy</subject><subject>Original Paper</subject><subject>Paediatrics</subject><subject>Pediatrics</subject><subject>Prevalence</subject><subject>Psychological Patterns</subject><subject>Psychology</subject><subject>Public Health</subject><subject>Public Policy</subject><subject>Public Schools</subject><subject>Remedial Teachers</subject><subject>Resistance (Psychology)</subject><subject>School Psychologists</subject><subject>Social Sciences</subject><subject>Social services</subject><subject>Sociology</subject><subject>Special Education</subject><subject>Special Education Teachers</subject><subject>Speech Therapy</subject><subject>Study Skills</subject><subject>U.S.A</subject><subject>United States</subject><subject>Variability</subject><issn>1062-1024</issn><issn>1573-2843</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqFkU1LHTEUhoO0oLX9AYKL4KK7aD5m8rESud76gaULqy5DzJy0kbkzt0mm0H_fDCMKQunqhLzPeQ_nvAgdMHrMKFUnmVHNJaHUEMOlJnoH7bFWCcJ1I97VN5WcMMqbXfQh5ydaQc3NHooPP13B5yNkHAv-Cm7AZcSPgM-mEnOJ_hRfDQUSycUVwPcuRVfiOOA44Nst-Oh6vO4mv3yuUqxsdDiMaXHY4FtIv6OH_BG9D67P8Om57qO7L-vvq0ty8-3ianV2Q7wwuhDZtHUR7x_BcyO6QKkP1AgpaFsrBKkkh46rNngA0KYLXTCO86YF5UXTin30efHdpvHXBLnYTcwe-t4NME7Z1qNwxbT5LygUl7JlqoJHb8CncUpDXcJyRhvFWjNDbIF8GnNOEOw2xY1Lfyyjdo7ILhHZenk7R2R17TlceurN_Au_vtbVUM4yX-RcpeEHpNe5__b8C2amnLE</recordid><startdate>20091201</startdate><enddate>20091201</enddate><creator>MacFarlane, Jaclyn R.</creator><creator>Kanaya, Tomoe</creator><general>Springer US</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>88J</scope><scope>8A4</scope><scope>8AM</scope><scope>8BJ</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BGRYB</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FQK</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>JBE</scope><scope>K7.</scope><scope>M0O</scope><scope>M0P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>M2S</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>20091201</creationdate><title>What Does it Mean to be Autistic? Inter-state Variation in Special Education Criteria for Autism Services</title><author>MacFarlane, Jaclyn R. ; Kanaya, Tomoe</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c398t-645826ccbec293df00cf0936305f09ef6762ed275fceee89dfdf9a2245e7c3453</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Autism</topic><topic>Autism Spectrum Disorders</topic><topic>Autistic spectrum disorders</topic><topic>Behavior Patterns</topic><topic>Behavioral Science and Psychology</topic><topic>Child and School Psychology</topic><topic>Clinical Diagnosis</topic><topic>Clinical Psychology</topic><topic>Criteria</topic><topic>Cross-sectional analysis</topic><topic>Definitions</topic><topic>Education policy</topic><topic>Educational Experience</topic><topic>Educational Policy</topic><topic>Educational Research</topic><topic>Eligibility</topic><topic>Emotional Disturbances</topic><topic>Federal Legislation</topic><topic>Government policy</topic><topic>Incidence</topic><topic>Interpersonal Relationship</topic><topic>Learning disabilities</topic><topic>Learning Strategies</topic><topic>Medical diagnosis</topic><topic>Mental Disorders</topic><topic>Multiple Disabilities</topic><topic>Occupational Therapy</topic><topic>Original Paper</topic><topic>Paediatrics</topic><topic>Pediatrics</topic><topic>Prevalence</topic><topic>Psychological Patterns</topic><topic>Psychology</topic><topic>Public Health</topic><topic>Public Policy</topic><topic>Public Schools</topic><topic>Remedial Teachers</topic><topic>Resistance (Psychology)</topic><topic>School Psychologists</topic><topic>Social Sciences</topic><topic>Social services</topic><topic>Sociology</topic><topic>Special Education</topic><topic>Special Education Teachers</topic><topic>Speech Therapy</topic><topic>Study Skills</topic><topic>U.S.A</topic><topic>United States</topic><topic>Variability</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>MacFarlane, Jaclyn R.</creatorcontrib><creatorcontrib>Kanaya, Tomoe</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>Criminal Justice Database (Alumni Edition)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Criminology Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>International Bibliography of the Social Sciences</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>Criminal Justice Database</collection><collection>Education Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Social Science Database</collection><collection>Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Journal of child and family studies</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>MacFarlane, Jaclyn R.</au><au>Kanaya, Tomoe</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ859768</ericid><atitle>What Does it Mean to be Autistic? Inter-state Variation in Special Education Criteria for Autism Services</atitle><jtitle>Journal of child and family studies</jtitle><stitle>J Child Fam Stud</stitle><date>2009-12-01</date><risdate>2009</risdate><volume>18</volume><issue>6</issue><spage>662</spage><epage>669</epage><pages>662-669</pages><issn>1062-1024</issn><eissn>1573-2843</eissn><coden>JCFSES</coden><abstract>The prevalence of Autism and other Autism Spectrum Disorders (ASDs) has increased dramatically in recent years. The criterion for a clinical diagnosis of Autism, however, is independent from the special education eligibility requirements for Autism services. While the DSM-IV-TR provides a nationally-accepted definition for Autism and ASD, under federal law, the special education criteria for Autism services can vary from state to state. By analyzing federal, special education child-count data as well as each state’s legal code, this study examines and compares eligibility criteria in all 50 states and Washington DC. Our results reveal inter-state variability in Autism eligibility requirements within special education, and this variability can have an impact on prevalence rates. Implications and recommendations for researchers and practitioners in clinical psychology, public health, education, pediatrics, and public policy are discussed.</abstract><cop>Boston</cop><pub>Springer US</pub><doi>10.1007/s10826-009-9268-8</doi><tpages>8</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1062-1024 |
| ispartof | Journal of child and family studies, 2009-12, Vol.18 (6), p.662-669 |
| issn | 1062-1024 1573-2843 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_57327189 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Autism Autism Spectrum Disorders Autistic spectrum disorders Behavior Patterns Behavioral Science and Psychology Child and School Psychology Clinical Diagnosis Clinical Psychology Criteria Cross-sectional analysis Definitions Education policy Educational Experience Educational Policy Educational Research Eligibility Emotional Disturbances Federal Legislation Government policy Incidence Interpersonal Relationship Learning disabilities Learning Strategies Medical diagnosis Mental Disorders Multiple Disabilities Occupational Therapy Original Paper Paediatrics Pediatrics Prevalence Psychological Patterns Psychology Public Health Public Policy Public Schools Remedial Teachers Resistance (Psychology) School Psychologists Social Sciences Social services Sociology Special Education Special Education Teachers Speech Therapy Study Skills U.S.A United States Variability |
| title | What Does it Mean to be Autistic? Inter-state Variation in Special Education Criteria for Autism Services |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-27T23%3A42%3A59IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=What%20Does%20it%20Mean%20to%20be%20Autistic?%20Inter-state%20Variation%20in%20Special%20Education%20Criteria%20for%20Autism%20Services&rft.jtitle=Journal%20of%20child%20and%20family%20studies&rft.au=MacFarlane,%20Jaclyn%20R.&rft.date=2009-12-01&rft.volume=18&rft.issue=6&rft.spage=662&rft.epage=669&rft.pages=662-669&rft.issn=1062-1024&rft.eissn=1573-2843&rft.coden=JCFSES&rft_id=info:doi/10.1007/s10826-009-9268-8&rft_dat=%3Cproquest_cross%3E1895720491%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=210471597&rft_id=info:pmid/&rft_ericid=EJ859768&rfr_iscdi=true |