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Educational and Diagnostic Classification of Autism Spectrum Disorder and Associated Characteristics

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Abstract

Research continues to highlight discrepancies between clinical diagnoses of Autism Spectrum Disorder (ASD) and determination of special education eligibility for services within school settings. However, limited research has been conducted on the impact of those discrepancies for the identification of appropriate services within schools. The aim of the current study is to examine students’ characteristics (e.g., language, social emotional) associated with educational eligibility and clinical diagnoses. More specifically, the study examines characteristics differentially associated with ASD diagnoses to inform targeted evidence-based interventions. The study accessed data from a four-year cluster-randomized trial of 283 students with and without reported ASD diagnosis. The results of the study demonstrate that the educational eligibility of Autism did not differentiate between students with and without autism on any of the measured characteristics including language, peer and social competence, academics, and aggressive behaviors. However, the Autism Diagnostic Observation Schedule, second edition (ADOS-2; Lord et al. in Autism diagnostic observation schedule. Western Psychological Services, Torrance, CA, 2012) classification was a more sensitive diagnostic measure for characteristics associated with autism. Implications for research, practitioners, and schools are discussed.

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Notes

  1. Two tests/scores were considered reliable in the current study: WASI Abbreviated Scale of Intelligence (WASI; Wechsler 1999) Full Scale IQ score or WISC-IV Wechsler Intelligence Scale for Children-4th Edition (WISC-IV; Wechsler 2003) Global Ability Index score.

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Acknowledgments

The research reported here was supported by the Institute of Educational Sciences, U.S. Department of Education, through Grant R305A100342 and R305A130143 to the University of Missouri. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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Authors and Affiliations

  1. University of Missouri, Columbia, USA

    Janine Stichter, Melissa Stormont, Nargiza Buranova, Melissa Herzog & Rose O’Donnell

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  1. Janine Stichter
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  2. Melissa Stormont
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  3. Nargiza Buranova
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  4. Melissa Herzog
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  5. Rose O’Donnell
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Contributions

Conception or design of the work was done by JS and MH. Data collection was done by JS, MH and RO. Data analysis and interpretation was done by JS, MS and MH. Drafting the article JS, MS and NB. Critical revision of the article was done by JS, MS and NG.

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Correspondence to Janine Stichter.

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Stichter, J., Stormont, M., Buranova, N. et al. Educational and Diagnostic Classification of Autism Spectrum Disorder and Associated Characteristics. J Autism Dev Disord 51, 4033–4042 (2021). https://doi.org/10.1007/s10803-020-04867-9

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