1. 1 Preschoolers Identified as Having Autism: Characteristics, Services, and Achievement Elaine Carlson and Amy Shimshak, Westat OSEP National Early Childhood Conference Washington, DC December 12, 2005 PEELS is funded by the Institute of Education Sciences, National Center for Special Education Research

2. 2 Overview PEELS is following 3,100 children with disabilities from preschool into their early elementary years Children were 3 through 5 years old at entry into the study (and 1 st data collection) PEELS will examine children’s –preschool experiences and outcomes –transition to kindergarten –early elementary school experiences and outcomes

3. 3 Sampling Nationally representative sample of 223 LEAs LEAs stratified by –Enrollment size –Geographic region –Wealth

4. 4 Data collection 5 waves between 2004 and 2009 Wave 1 included: – Family Telephone Interview (N = 2,800) – Direct Child Assessment (N = 2,792) 13 subtests – Mail Questionnaires Teachers/service providers (N = 2,084) SEA administrators (N = 51) LEA administrators (N = 196) Principals/program directors (N = 895)

5. 5 Profile of Primary Disabilities among Children with Disabilities Ages 3-5 Speech or language impairments49% Developmental delay27% Autism7% Mental retardation4% Learning disabilities2% Other health impairments2% Orthopedic impairments2% Emotional disturbance1% Other disabilities6%

6. 6 Characteristics of preschoolers identified as having autism Compared to preschoolers identified as having other disabilities, those with autism were disproportionately male, had similar racial/ethnic backgrounds, had similar household incomes, had mothers with similar levels of education, were as likely to have been premature, and were more likely to have had concerns raised about their development between 12 and 35 months.

7. 7 Preschoolers’ demographic characteristics AutismOther Disabilities Gender* Male84%69% Race/ethnicity Hispanic Black White 30% 14% 56% 22% 10% 67% Household income $20,000 or less $20,001-$30,000 $30,001-$40,000 $40,001-$50,000 >$50,000 20% 16% 11% 13% 40% 28% 16% 12% 10% 33% *p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

8. 8 Preschoolers’ demographic characteristics, con’t. AutismOther disabilities Mother’s education < H.S. diploma H.S. diploma Some college 4-year degree+ 16% 30% 29% 25% 20% 39% 29% 21% Prematurity 3+ weeks early24% These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

9. 9 Age at which concerns first expressed These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

10. 10 Communication skills Compared to preschoolers with other disabilities, those identified as having autism –From parent interviews were less likely to use words to communicate, demonstrated fewer expressive and receptive language skills, and had more difficulty making their needs known.

11. 11 Preschoolers’ primary methods of communication Primarily communicate using AutismOther disabilities Spoken Words* Single words 2-3 word utterances Complete sentences 56% 7% 54% 39% 81% 3% 30% 67% Other ways44%19% *p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

12. 12 Preschoolers’ articulation When talking with people they don’t know, they are… AutismOther disabilities Very easy to understand 8%11% Fairly easy to understand 13%30% Somewhat hard to understand 41%42% Very hard to understand 38%18% p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

13. 13 Preschoolers’ understanding of verbal and nonverbal communication AutismOther disabilities As well as other children 7%54% Have a little trouble 47%35% Have a lot of trouble 47%11% p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

14. 14 Preschoolers’ ability to make needs known AutismOther disabilities As well as other children 14%51% Have a little trouble50%36% Have a lot of trouble36%12% p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

15. 15 Behavior and social skills Compared to preschoolers identified as having other disabilities, those identified as having autism –From teacher rating scales displayed more problem behaviors and exhibited less well-developed social skills. –From parent interviews were more challenging to manage and had a harder time paying attention, managing change, and playing with other children.

16. 16 Preschoolers’ mean scores on various social behavior scales AutismOther disabilities Mean PKBS Social Skills*73.293.4 PKBS Problem Behaviors*109.597.5 ABAS Self-Care*4.97.9 ABAS Self-Direction*5.68.6 *p <.05 NOTE: The higher the score on PKBS Problem Behaviors, the higher the level of problem behaviors. The scaled score mean for ABAS Self-Care and Self-Direction is 10. These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” “Kindergarten Teacher Questionnaire,” and “Adaptive Behavior Assessment System – Second Edition (ABAS II) Teacher/Daycare Provider Form: Self-Care and Self-Direction,” Wave 1 Restricted Use Data, January 2005..

17. 17 Percentage of preschoolers with scores in each decile on PKBS social skills scale These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire” and “Kindergarten Teacher Questionnaire,” Wave 1 Restricted Use Data, January 2005.

18. 18 Percentage of preschoolers with scores in each decile on PKBS problem behaviors scale These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire” and “Kindergarten Teacher Questionnaire,” Wave 1 Restricted Use Data, January 2005.

19. 19 Appropriateness of preschoolers’ behavior AutismOther disabilities Typical for his/her age 17%61% Mildly inappropriate 26%23% Moderately inappropriate 42%12% Severely inappropriate 15%4% p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

20. 20 Parents’ ability to manage behavior AutismOther disabilities Easy to manage14%37% Sometimes hard to manage 51%50% Often hard to manage 35%13% p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

21. 21 Preschoolers’ ability to pay attention and stay focused AutismOther disabilities Good at paying attention 10%31% Somewhat good at paying attention 39%42% Not good at paying attention 51%28% p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

22. 22 Preschoolers’ ability to adjust to change Adjusting to changes poses… AutismOther disabilities A great deal of difficulty 52%25% Some difficulty32%34% No difficulty16%41% p < 0.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

23. 23 Preschoolers’ ability to play with other children AutismOther disabilities No trouble13%59% Some trouble46%33% A lot of trouble42%8% p < 0.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

24. 24 Preschoolers’ participation in group activities AutismOther disabilities At least once a month 37%51% These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

25. 25 Cognitive skills and pre- academic achievement From parent interviews –Cognitive skills of preschoolers identified as having autism lagged behind those of preschoolers identified as having other disabilities. From direct child assessment –Preschoolers identified as having autism scored higher than preschoolers identified as having other disabilities on the WJ Letter-Word subtest but lower on other pre-academic assessments.

26. 26 Preschoolers’ ability to learn, think, and solve problems Compared to children the same age… AutismOther disabilities Better15%11% As well12%45% Slightly less well39%32% Much less well35%13% p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Parent Interview,” Wave 1 Restricted Use Data, January 2005

27. 27 Preschoolers’ pre-academic assessment scores AutismOther disabilities Mean W-J III Letter Word108.897.4 W-J III Applied Problems 80.790.6 PPVT88.290.0 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word and Applied Problems,” and “Peabody Picture Vocabulary Test,” Wave 1 Restricted Use Data, January 2005..

28. 28 Percentage of preschoolers with autism scoring in each decile on Woodcock- Johnson III: Letter-Word These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word,” Wave 1 Restricted Use Data, January 2005.

29. 29 Percentage of preschoolers with autism scoring in each decile on Woodcock- Johnson III: Applied Problems These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Applied Problems,” Wave 1 Restricted Use Data, January 2005.

30. 30 Percentage of preschoolers with autism scoring in each decile on PPVT These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Peabody Picture Vocabulary Test,” Wave 1 Restricted Use Data, January 2005.

31. 31 Variation in pre-academic and social behavior scores Pre-academic scores sometimes varied by –ability to understand verbal or non-verbal communication –ability to make needs known –ability to think, learn, and solve problems Social behavior scores sometimes varied by –ability to think, learn, and solve problems –ability to understand verbal or non-verbal communication –ability to make needs known

32. 32 Mean scores for preschoolers identified as having autism on pre-academic assessments based on ability to understand verbal or nonverbal communication WJ III Letter- Word WJ III Applied Problems* PPVT* Understands as well as other children 105.498.7103.6 Has a little trouble understanding 112.187.285.9 Has a lot of trouble understanding 113.077.786.1 * p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word and Applied Problems,” “Peabody Picture Vocabulary Test,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005

33. 33 Mean scores for preschoolers identified as having autism on pre-academic assessments based on ability to make their needs known WJ III Letter-Word WJ III Applied Problems PPVT* Communicates as well as other children 107.494.992.0 Has a little trouble communicating 112.785.789.3 Has a lot of trouble communicating 112.569.476.6 *p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word and Applied Problems,” “Peabody Picture Vocabulary Test,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005

34. 34 Mean scores for preschoolers identified as having autism on pre-academic assessments based on ability to think, learn and solve problems Compared to peers WJ III Letter- Word WJ III Applied Problems PPVT* Better121.486.897.6 As well111.594.795.0 Slightly less well112.584.884.3 Much less well99.176.479.3 *p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Woodcock-Johnson III: Letter-Word and Applied Problems,” “Peabody Picture Vocabulary Test,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005

35. 35 Mean scores for preschoolers identified as having autism on social behavior scales based on ability to think, learn and solve problems Compared to children the same age… PKBS Problem Behaviors PKBS Social Skills* ABAS Self- Direction* ABAS Self- Care Better107.296.69.26.9 As well103.491.68.58.0 Slightly less well107.387.27.16.2 Much less well110.282.57.55.4 *p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” “Kindergarten Teacher Questionnaire,” “Adaptive Behavior Assessment System – Second Edition (ABAS- II) Teacher/Daycare Provider Form: Self-Care and Self-Direction,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005

36. 36 Mean scores for preschoolers identified as having autism on social behavior assessments based on ability to understand verbal or nonverbal communication PKBS Problem Behaviors PKBS Social Skills* ABAS Self- Direction* ABAS Self-Care* Understands as well as other children 96.7103.19.59.0 Has a little trouble understanding 109.891.98.26.7 Has a lot of trouble understanding 107.179.96.85.3 *p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” “Kindergarten Teacher Questionnaire,” “Adaptive Behavior Assessment System – Second Edition (ABAS-II) Teacher/Daycare Provider Form: Self-Care and Self-Direction,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005

37. 37 Mean scores for preschoolers identified as having autism on social behavior assessments based on ability to make their needs known PKBS Problem Behaviors PKBS Social Skills* ABAS Self- Direction* ABAS Self- Care* Communicates as well as other children 103.2105.19.47.5 Has a little trouble communication 108.587.87.86.5 Has a lot of trouble communicating 106.578.16.85.4 *p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” “Kindergarten Teacher Questionnaire,” “Adaptive Behavior Assessment System – Second Edition (ABAS- II) Teacher/Daycare Provider Form: Self-Care and Self-Direction,” and “Parent Interview,” Wave 1 Restricted Use Data, January 2005

38. 38 Child find 50% of preschoolers identified as having autism had an IFSP before age 3 compared to 38% of preschoolers identified as having other disabilities. On average, preschoolers identified as having autism were 30 months old when services began compared to 32 months for preschoolers identified as having other disabilities.

39. 39 Services Compared to preschoolers identified as having other disabilities, those identified as having autism –received more hours a week of service and more of their services in special education settings and at home –were more likely to receive a variety of services, including… Occupational therapy Behavior management Augmentative communication Assistive technology

40. 40 For children in kindergarten and preschool classes, hours a week in various settings AutismOther disabilities MeanMedianMeanMedian Total hours/week of service* 20191713 Hours/week in regular education* 4081 Hours/week in special education* 141385 Hours/week in home instruction* 100.10 *p <.05 Total hours of service does not equal the sum of hours spent in regular education, special education, and home instruction because other service settings were not included here due to their small means and medians. These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” and “Kindergarten Teacher Questionnaire,” Wave 1 Restricted Use Data, January 2005

41. 41 Services preschoolers received AutismOther disabilities Speech therapy88%89% Occupational therapy*70%32% Behavior management*43%13% Learning strategies39%29% Augmentative communication * 35%8% Assistive technology *25%10% *p <.05 These data are preliminary. Final Wave 1 data will be available in winter 2005. Source: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study, “Early Childhood Teacher Questionnaire,” and “Kindergarten Teacher Questionnaire,” Wave 1 Restricted Use Data, January 2005

42. 42 PEELS Web Site www.peels.org