School placement and academic achievement in children with autistic spectrum disorders

The school placement and achievement of 76 children with autistic spectrum disorders was examined in view of recent opportunities for-fill inclusion. The sample was typical of children with autism having more boys than girls, half with IQs above 50, and a range of severity of autism. At a mean age of 11, none were in institutions or segregated schools, 35% were in special classes, 38% in regular classes with an aide, and 16% in regular classes without an aide. Age, IQ, and severity of autism were related to class placement and school achievement with older less able, mor-e autistic pupils more likely to be in special classes. Teachers' ratings of academic skills correlated with achievement test results. Teachers also repelled high levels of classroom behavior that might be expected to interfere with achievement. However; Ie predicted school achievement in this sample as well as it does in typical children. Over half were rated very high on the Hyperactivity Index; social adjustment was poor but better with adults than children.