| Title |
An Analysis of State Autism Educational Assessment Practices and Requirements
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, September 2015
|
| DOI | 10.1007/s10803-015-2589-0 |
| Pubmed ID | |
| Authors |
Erin E. Barton, Bryn Harris, Nancy Leech, Lillian Stiff, Gounah Choi, Tiffany Joel |
| Abstract |
States differ in the procedures and criteria used to identify ASD. These differences are likely to impact the prevalence and age of identification for children with ASD. The purpose of the current study was to examine the specific state variations in ASD identification and eligibility criteria requirements. We examined variations by state in autism assessment practices and the proportion of children eligible for special education services under the autism category. Overall, our findings suggest that ASD identification practices vary across states, but most states use federal guidelines, at least in part, to set their requirements. Implications and recommendations for policy and practice are discussed. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Canada | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 75 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 1% |
| United States | 1 | 1% |
| Unknown | 73 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 17 | 23% |
| Researcher | 11 | 15% |
| Student > Doctoral Student | 8 | 11% |
| Student > Ph. D. Student | 7 | 9% |
| Professor > Associate Professor | 4 | 5% |
| Other | 10 | 13% |
| Unknown | 18 | 24% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 28 | 37% |
| Social Sciences | 11 | 15% |
| Arts and Humanities | 3 | 4% |
| Agricultural and Biological Sciences | 2 | 3% |
| Nursing and Health Professions | 2 | 3% |
| Other | 7 | 9% |
| Unknown | 22 | 29% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 19 September 2015.
All research outputs
#21,376,200
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,711
of 5,240 outputs
Outputs of similar age
#231,364
of 271,119 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#79
of 81 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 1st percentile – i.e., 1% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 1st percentile – i.e., 1% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 271,119 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 81 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.