An investigation of increased rates of autism in U.S. public schools

Cardinal, Donald N.; Griffiths, Amy Jane; Maupin, Zachary D.; Fraumeni‐McBride, Julie

doi:10.1002/pits.22425

Cited by 24 publications

(22 citation statements)

References 51 publications

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“…The study found that the prevalence rate of autism based on clinical diagnostic criteria in China is 59.8 per 10,000, which is lower than that of 820 per 10,000 abroad and also lower than that of other countries in the world. This finding is similar to that of Chiarotti [9], the median prevalence rate of autism in Europe is 61.9 per 10,000 [10], the prevalence rate of autism in the USA is 110 per 10,000 [11], 264 per 10,000 people in South Korea have autism [12], and 181 autism per 10,000 people in Japan [13].…”

Section: There Are Significant Differences In Autism and Prevalence Of Autism Between Men And Womensupporting

confidence: 85%

A Comprehensive Meta-analysis of the Prevalence of Autism Spectrum Disorders

Huifen¹,

Ma²,

Zhu³

2021

PBS

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Background: There are conflicting reports on the prevalence of ASDs in mainland China (China thereafter) and abroad, and no scholars have compared the prevalence in China and abroad. Further studies are needed to clarify the changes in the prevalence rate and compare the prevalence rates at home and abroad. Objective: In order to compare the prevalence of autism at home and abroad, and compare diagnostic tools, diagnostic criteria and other aspects. So far, no scholar has compared the prevalence of autism in China and abroad. Chinese scholars have hardly studied the comprehensive prevalence in China, and the prevalence of autism is conflicting. Methods: I used the Meta-analysis to carry out the research. Firstly, literature was retrieved according to key words and extracted according to screening criteria. Secondly, forest plots and funnel plots were drawn to analyze their significance and heterogeneity. Results: Based on diagnostic criteria the pooled prevalence of ASDs, 73.6 per 10,000 in China (95% CI: 14.22-77.96 per 10,000 I 2 = 80.95%), and 98.8 per 10,000 abroad (95% CI: 22.35-127.04 per 10000 per 98.14%, I 2 = 98.14%). Subgroup analyses revealed significant difference in the prevalence of ASDs between genders. Moreover, the prevalence of males far exceeds that of females both in China and abroad. Conclusion: There are significant differences in the prevalence of autism at home and abroad, and there are also large differences in diagnostic criteria and diagnostic tools. There are significant differences between developing regions and underdeveloped regions, and there are also differences in the prevalence of autism between different genders, but the differences are not significant. In addition, the number of people suffering from autism may gradually increase in the future, and the number of people who understand autism will become wider and wider, the aging phenomenon of autism will gradually increase, and the causes of autism will become more and more complicated.

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Section: There Are Significant Differences In Autism and Prevalence Of Autism Between Men And Womensupporting

confidence: 85%

A Comprehensive Meta-analysis of the Prevalence of Autism Spectrum Disorders

Huifen¹,

Ma²,

Zhu³

2021

PBS

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“…Students who displayed lower cognitive functioning were also not identified as having a cognitive impairment but were more likely to be identified as AU. This aligns with the historical trends and the decrease in the assumption that to receive an educational diagnosis of AU, students also must be identified with cognitive impairment (Cardinal et al, 2021;Polyak et al, 2015;Rubenstein et al, 2018). Additionally, students who came into the evaluation with previous eligibility in YCDD -Communication were 7.22 times more likely to be identified as AU.…”

Section: Discussionsupporting

confidence: 64%

Autism spectrum disorder identification in schools: Impact of criteria, assessments, and student data for identification decisions

Duesenberg

Burns

2022

Psychology in the Schools

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Autism spectrum disorder (ASD) is\ often diagnosed by clinical practitioners with criteria from the American Psychiatric Association, but an educational diagnosis is usually based on state special education law and is geared towards addressing concerns within schools. The current study aims to examine the extent to which the clinical diagnosis of ASD corresponds to the educational diagnosis of Autism, and what factors and assessments influenced the diagnosis. Data consisted of 32 randomly selected deidentified initial school evaluation reports (autism = 16; non-autism = 16) from one midwestern state. The reports were coded based on identification methods and student data. Results indicate that the Autism Diagnostic Observation Schedule, Second Edition assessment was the strongest predictor of Autism eligibility within schools, but students with a cognitive ability score that was one standard deviation below the mean (i.e., standard score £84) were more frequently

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“…During that period, students with ASD between those ages rose from 0.9% (455,000) to 1.5% (762,000), representing a 66.6% increase of students with ASD enrollment in public schools [ 6 ]. Cardinal et al [ 7 ] point out that the rate of ASD growth has proceeded at a statically significant higher rate than have national changes in special education.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain

et al. 2022

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Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen’s. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were never taught or mentioned incidentally. Finally, a higher percentage of addressing on each practice (i.e., mentioned and discussed or mentioned and taught through direct instruction) is shown in the sample of American teachers compared to the Spaniards, in both training paths.

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An investigation of increased rates of autism in U.S. public schools

Cited by 24 publications

References 51 publications

A Comprehensive Meta-analysis of the Prevalence of Autism Spectrum Disorders

A Comprehensive Meta-analysis of the Prevalence of Autism Spectrum Disorders

Autism spectrum disorder identification in schools: Impact of criteria, assessments, and student data for identification decisions

Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain

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