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    Disparities in Autism Educational Classification in the United States: A Summary of Public-School Data in Three States in Autism Educational Classification in the United States: A Summary of Public-School Data in Three States

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    Final AU research poster_Autism.pdf
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    Authors
    Bevil, Bailey
    Breitmann, Shelby
    Dyals, Bethany
    Franke, Catherine
    Hassett, Anna
    Padgett, Gracie
    Benevides, Teal
    Issue Date
    2021-09
    URI
    http://hdl.handle.net/10675.2/624134
    
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    Abstract
    • Problem: Limited research exists to describe and understand disparities in autism spectrum disorder (ASD) classification across counties in the United States. A classification of ASD is valuable as it provides the child with greater access and provision of resources both within and outside of the school system. • Research has shown that definitions and evaluation procedures vary among states (Pennington et al, 2014). • Some individuals who have autism spectrum disorder do not obtain a diagnosis of ASD until they are into their adolescence or adulthood (Centers of Disease Control and Prevention [CDC], 2020). • Early intervention for autism spectrum disorder can increase positive outcomes (CDC, 2020). • Only 58% of children who meet the criteria for a diagnosis of autism spectrum disorder have it documented in their education or health records (Mandell et al, 2009). • Purpose Statement: This study sought to collect data demonstrating ASD disparities in three states, Massachusetts, Louisiana, and New York, in the United States as it relates to classification and accessibility to school-based services.
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    Department of Occupational Therapy
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    Masters of Health Science in Occupational Therapy Capstone Projects

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