Viewed through a social justice lens, preschool expulsion is an educational equity issue. This study focused on prior expulsion from preschool and child-care in a longitudinal study of 203 autistic children, ages 4 to 7. By parent report, 16%--one out of six autistic children--had been expelled from a preschool or child-care setting prior to…

Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children's likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This…

The Early Start Denver Model is an evidence-based, comprehensive naturalistic developmental behavioral intervention for young and very young children with autism spectrum disorder. This interdisciplinary model is suitable for the Taiwanese public health system. In this study, we evaluated the effectiveness of an Early Start Denver Model program…

Background: Student academic behavioral engagement (BE) contributes to learning and school success. Student-teacher relationships (STRs) may promote BE, although previous findings regarding how these constructs are associated over time are mixed. For young autistic students who face barriers to early school success, a high-quality STR may serve as…

The current prospective cohort study investigated whether early perceptual abilities, measured at preschool age, could predict later intellectual abilities at school age in a group of 41 autistic (9 girls, 32 boys) and 57 neurotypical children (29 girls, 28 boys). More than 80% of the autistic children were considered minimally verbal.…

ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the…

Play and playfulness have a key role in children's development. Not enough is known about the playfulness of children with autism spectrum disorder (ASD) and its relationship to children's behavioural problems, as well as the role of caregiver behaviours during play in this relationship. The present study examines the moderating role of teachers'…

This study investigated whether children with autism spectrum disorder (ASD) and typically developing children matched on receptive language share resources fairly and reciprocally. Children completed age-appropriate versions of the Ultimatum and Dictator Games with real stickers and an interactive partner. Both groups offered similar numbers of…

Early elementary students on the autism spectrum are at risk for poor quality student-teacher relationships (STRs), a key contributor to student outcomes. However, these students' own appraisals of their STRs are nearly absent from the literature. This study examined children's perspectives of STRs and agreement with teacher-reported STRs for a…

There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD,…

This prospective study examined the developmental changes over time of adolescents diagnosed in toddlerhood with autism spectrum disorder and searched for child characteristics at toddlerhood that predict outcome at adolescence. The study included 65 participants who were divided into low cognitive (developmental quotient [less than] 85; N = 41)…

Children with autism spectrum disorder (ASD) are at heightened risk for developing comorbid psychological disorders, including anxiety disorders, which may be further exacerbated by the presence of externalizing behaviors. Here, we examined how structural language and pragmatic language predicted anxiety and externalizing behaviors. Participants…

The quality of early student-teacher relationships (STRs) has been shown to predict children's school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4-7) and their teachers to evaluate student, teacher, and classroom characteristics that…

ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the…

This study examined the prevalence of ADHD symptoms and anxiety as reported by parents and teachers for 180 preschool children (ages 4-5) and school-aged children (ages 6-7) with ASD using the Child Behavior Checklist--Parent and Teacher Report Forms (Achenbach and Rescorla, Manual for ASEBA school-age forms & profiles, Research Center for…