Children with autism exhibit similar longitudinal changes in core symptoms when placed in special or mainstream education settings.

This study followed preschool children with autism in different school settings (mainstream vs special schools) for 1-2 years. Children in both types of schools showed similar changes in their autism symptoms over time - some got better, others got worse, regardless of which school they attended. The research suggests we need better ways to decide which type of school is best for each child with autism.

This longitudinal study examined changes in core autism symptoms among preschool children with ASD placed in mainstream versus special education settings over 1-2 years. Using the ADOS-2 clinical assessment, researchers found no significant differences in symptom changes between educational settings. Children in both mainstream and special education showed variable outcomes - some improved while others experienced deterioration in core ASD symptoms. The findings suggest that current educational placement decisions may lack evidence-based criteria and highlight the need for more specific guidelines to determine optimal educational environments for individual children with autism.

Current educational placement decisions for preschool children with ASD may lack evidence-based criteria. Clinicians should consider individual child factors rather than assuming one educational setting is universally superior. Development of specific placement guidelines is needed to optimize educational outcomes for children with autism.

Sample size not reported. Study type unclear. Limited follow-up period (1-2 years). Only measured core ASD symptoms via ADOS-2, not broader developmental or academic outcomes. Criteria for educational placement decisions not described.

Today, children with autism spectrum disorder (ASD) are placed in mainstream or special education settings somewhat arbitrarily with no clear clinical recommendations. Here, we compared changes in core ASD symptoms, as measured by the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) clinical assessment, across ASD preschool children placed in special or mainstream education. Longitudinal changes in ADOS-2 scores did not differ significantly across settings over a 1- to 2-year period. While some children improved in core ASD symptoms, others deteriorated in both settings.

This highlights the need to identify specific criteria for establishing meaningful placement recommendations.