Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skills 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.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This material is based upon work supported by the National Science Foundation under grant No. SMA1338489. Any opinions, findings, and conclusions or recommendations in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
© Hammill Institute on Disabilities 2021.
- early intensive behavioral intervention
- educational outcomes