The prevalence of autism spectrum disorder (ASD) among children in the United States has risen dramatically over the past two decades. In 2022, an estimated 32.2 out of every 1,000 8-year-old children were identified with ASD, marking a nearly fivefold increase from the rate of 6.7 per 1,000 children in 2000. This significant upward trend underscores the growing importance of understanding and addressing ASD in American society. Gender disparities in autism diagnosis The increase in ASD prevalence is not uniform across genders. From 2016 to 2019, male children were nearly four times more likely to be diagnosed with ASD than their female counterparts. Approximately 4.8 percent of boys aged 3 to 17 years had received an ASD diagnosis at some point in their lives, compared to only 1.3 percent of girls in the same age group. This substantial gender gap highlights the need for further research into potential biological and social factors influencing ASD diagnosis rates. Racial and ethnic variations in autism prevalence Autism prevalence also varies across racial and ethnic groups. Data from 2016 to 2019 show that non-Hispanic white children aged 3 to 17 years had an ASD prevalence of 2.9 percent, while around 3.5 percent of Hispanic children had ASD. While this statistic provides insight, it is essential to consider potential disparities in diagnosis and access to services among different racial and ethnic communities. Further research and targeted interventions may be necessary to ensure equitable identification and support for children with ASD across all populations.

This statistic shows the estimated prevalence of autism spectrum disorder among children aged 3 to 17 years in the U.S. from 2016 to 2019, by gender. In that period, around 4.8 percent of male children and 1.3 percent of female children had been diagnosed with autism spectrum disorder at some point in their life.

This statistic shows the prevalence of other physical health conditions among children aged 5 to 17 years with autism spectrum disorder in the U.S. between 2014 and 2016. At that time, around *** percent of children with autism spectrum disorder suffered from frequent headaches or migraines in the past 12 months.

Historical Dataset of Center For Autism Spectrum And Development Disorders is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2013-2023),Total Classroom Teachers Trends Over Years (2013-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2013-2023),Asian Student Percentage Comparison Over Years (2013-2023),Hispanic Student Percentage Comparison Over Years (2013-2023),Black Student Percentage Comparison Over Years (2013-2023),White Student Percentage Comparison Over Years (2013-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2013-2023),Free Lunch Eligibility Comparison Over Years (2013-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2013-2023)

This dataset tracks annual black student percentage from 2013 to 2023 for Center For Autism Spectrum And Development Disorders vs. Connecticut and Area Cooperative Educational Services School District

This dataset tracks annual white student percentage from 2013 to 2023 for Center For Autism Spectrum And Development Disorders vs. Connecticut and Area Cooperative Educational Services School District

Abstract: this dataset contain data from a research conducted during the Italian lockdown due to COVID-19 (March-May 2020). Lockdown due to Covid-19 pandemic brought deep changes to the daily lives of children with Autism Spectrum Disorder (ASD), greatly increasing their amount of time spent at home. Parents of children with ASD filled an online survey. A cohort of 243 parents of children with ASD (2-15 years old) completed an original online survey regarding the child's screen time and the modification of the ASD symptomatology during lockdown to investigate the relationship between them. This data investigated the relation between ASD symptoms modification during lockdown and the amount of time spent with the screen by the children.

Methods: The data were analyzed with Pycharm (Python language). Descriptive and Spearman correlation statistics were computed on the original survey data. The variables expressed on a Likert scale were transformed into dichotomous variable in order to depict and highlight the effect of any improvements or worsen of child's symptomatology, weakening the negative impact of a relatively low sample size on model accuracy; the time spent in the screen time activity done during lockdown were reparametrized as a percentage of time spent in a specific screen time activity over the total time spent in all screetime.

In the period 2017-2020, around 71 percent of autistic children in the United States who lived in lower-income households had a learning disability, compared to 55 percent of autistic children from higher-income households. This statistic shows the percentage of children in the United States with autism who had select health conditions in 2017-2020, by household income.

This dataset tracks annual two or more races student percentage from 2013 to 2023 for Center For Autism Spectrum And Development Disorders vs. Connecticut and Area Cooperative Educational Services School District

BackgroundAs countries like India improve access to maternal and infant care, the health systems need to develop services that enable all children to thrive. A key demographic which needs to be supported are children with disabilities, such as autism. With an estimated prevalence of one percent, there are over five million young children who need services to support their needs. However, the paucity of specialist care makes access to interventions difficult. In this context a public health research not-for-profit is evaluating the effectiveness of the task-sharing approach to support the delivery of an evidenced social communication intervention for young children with autism. This paper describes the process of engaging and training the non-specialist frontline Accredited Social Health Activists (ASHAs), who are embedded within the Ministry of Health and Family Welfare under the Delhi State Health Mission, to deliver a complex intervention for autism to inform the future scalability of services for neurodevelopmental disorders.MethodsThe present study describes the process which included (i) engagement meetings, (ii) recruitment, (iii) training, (iv) internship, and (v) competency evaluation. The shortlisted ASHAs received a 7-day classroom training followed by an internship period with practice cases. Finally, competency assessments, comprising of a test of knowledge and skills through role-plays, was administered.ResultsTwenty three Primary Urban Health Centers across seven districts of Delhi were approached and 408 ASHAs were engaged in initial meetings. Telephonic screening with 127 ASHAs resulted in 72 ASHAs being selected for in-person interviews. Of the 45 ASHAs who attended, 33 were shortlisted for training and 18 completed it. Fifteen ASHAs entered the internship of which 7 ASHAs achieved competency.Discussion and conclusionThere was significant attrition along the pathway to having a competent non-specialist worker deliver a complex autism intervention. The lessons learnt from this process can inform the possibility of developing a cadre of disability specific frontline health workers who can deliver evidence-based interventions for neurodevelopmental disorders under supervision.

Data associated with paper: Atypical information-use in children with autism spectrum disorder during judgments of child and adult face identity. Included is a spreadsheet with background participant data (raw BPVS and Ravens scores, age, Cambridge Face Memory Test scores) and performance metrics from the Child and Adult Bubbles Identity Tasks (e.g., accuracy: percent correct (PC), number of bubbles (NBub). Also included are matlab outputs used to create the classification images (detailing participant responses and bubble locations for each trial).

This statistic shows the prevalence of autism spectrum disorder among children aged 5 to 17 years in the U.S. in 2014-2016, by region. At that time, autism spectrum disorder had a prevalence of three percent among children in the Northeast of the United States.

This dataset tracks annual hispanic student percentage from 2013 to 2023 for Center For Autism Spectrum And Development Disorders vs. Connecticut and Area Cooperative Educational Services School District

This dataset tracks annual asian student percentage from 2013 to 2023 for Center For Autism Spectrum And Development Disorders vs. Connecticut and Area Cooperative Educational Services School District

BackgroundThere is a multitude of systematic reviews of interventions for children and adolescents with autism spectrum disorder (ASD). However, most reviews seem to be based on research conducted in High-Income Countries (HIC). Thus, summary findings may not directly apply to Lower Middle-Income Countries (LMIC). Therefore, we conducted a Meta-Review analyzing systematic reviews on the effectiveness of interventions for target outcomes in children and adolescents with ASD to find out whether there are differences in effectiveness between HIC and LMIC and which interventions can be considered evidence-based in LMIC.MethodsElectronic databases (PsycINFO, PubMed, Cochrane database of systematic reviews) were searched for reviews on interventions for ASD in children and adolescents from January 2011 through December 2021, which included studies not coming from HIC. Systematic reviews with qualitative and quantitative syntheses of findings were included. Two investigators independently assessed studies against predetermined inclusion/exclusion criteria and extracted relevant data including quality and evidence assessments. Evidence for different types of interventions in HIC vs. LMIC was planned to be compared, but none of the reviews assessed potential differences. Therefore, a narrative review of the studies from LMIC was conducted including an assessment of quality and evidence.ResultsThirty-five reviews fulfilled the inclusion criteria. Eleven considered findings from HIC and LMIC. Sixty-nine percent included studies with various research designs; 63% provided a qualitative synthesis of findings; 77% percent assessed the quality of studies; 43% systematically assessed the level of evidence across studies. No review compared evidence from HIC and LMIC. A review of the studies from LMIC found some promising results, but the evidence was not sufficient due to a small number of studies, sometimes poor quality, and small sample sizes.ConclusionSystematic reviews on interventions for children and adolescents with ASD did not look for potential differences in the effectiveness of interventions in HIC and LMIC. Overall, there is very little evidence from LMIC. None of the interventions can be considered evidence-based in LMIC. Hence, additional research and mutually agreed methodological standards are needed to provide a more secure basis for evidence-based treatments in LMIC trying to establish evidence-based practices.

Evolution throughout the 12 months for all children included in the EPIGRAM study according to their immigrant status (time*migration effect model with interaction).

Historical Dataset of Autism Model School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2002-2023),Total Classroom Teachers Trends Over Years (2003-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2003-2023),Asian Student Percentage Comparison Over Years (2006-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2002-2023),White Student Percentage Comparison Over Years (2002-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2002-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2010-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2010-2022),Graduation Rate Comparison Over Years (2013-2022)

The previous and current percent of ASD children and NT siblings having a problematic GI symptom is listed below. The previous percent were based on parental responses to the SSC medical form for ASD children only on first entering the SSC registry. The current percent were based on parental responses to the same forms for both ASD and NT siblings during the current study ~2–3 years later. The P-values reflect comparison of the current responses of the ASD and NT siblings. There was no significant change in the prevalence of any of the seven problematic GI symptoms in the ASD children at the two time points.

Purpose: Despite the clinical utility of sentence production and sentence repetition to identify language impairment in autism, little is known about the extent to which these tasks are sensitive to potential language variation. One promising method is strategic scoring, which has good clinical utility for identifying language impairment in nonautistic school-age children across variants of English. This report applies strategic scoring to analyze sentence repetition and sentence production in autistic adolescents and adults.Method: Thirty-one diverse autistic adolescents and adults with language impairment (ALI; n = 15) and without language impairment (ASD; n = 16) completed the Formulated Sentences and Recalling Sentences subtests of the Clinical Evaluation of Language Fundamentals–Fifth Edition. Descriptive analyses and regression evaluated effects of scoring condition, group, and scoring condition by group on outcomes, as well as group differences in finiteness marking across utterances and morphosyntactic structures.Results: Strategic and unmodified item-level scores were essentially constant on both subtests and significantly lower in the ALI than the ASD group. Only group predicted item-level scores. Group differences were limited to: percent grammatical utterances on Formulated Sentences and percent production of overt structures combined on Sentence Repetition (ALI < ASD).Discussion: Findings support the feasibility of strategic scoring for sentence production and sentence repetition to identify language impairment and indicate that potential language variation in finiteness marking did not confound outcomes in this sample. To better understand the clinical utility of strategic scoring, replication with a larger sample varying in age and comparisons with dialect-sensitive measures are needed.Supplemental Material S1. Cross-linguistic autism studies published in English employing sentence repetition and sentence production tasks.Girolamo, T., Ghali, S., & Larson, C. (2024). Sentence production and sentence repetition in autistic adolescents and young adults: Linguistic sensitivity to finiteness marking. Journal of Speech, Language, and Hearing, 67(7), 2297–2315. https://doi.org/10.1044/2024_JSLHR-24-00028

Historical Dataset of The Autism Academy Of Learning is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2004-2023),Total Classroom Teachers Trends Over Years (2003-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2003-2023),Asian Student Percentage Comparison Over Years (2003-2004),Hispanic Student Percentage Comparison Over Years (2011-2021),Black Student Percentage Comparison Over Years (2004-2023),White Student Percentage Comparison Over Years (2004-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2004-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2018),Math Proficiency Comparison Over Years (2010-2022),Overall School Rank Trends Over Years (2010-2018),Graduation Rate Comparison Over Years (2011-2013)