[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585393-105":59,"doc-detail-585393-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","summary-of-autism-spectrum-disorders-research-fy-2006-fy-2015","SUMMARY OF AUTISM SPECTRUM DISORDERS RESEARCH - FY 2006-FY 2015","","Summarizes National Center for Special Education Research (NCSER)-supported autism spectrum disorders research for children and youth with ASD across topic areas. Reviews core ASD symptom domains, national prevalence trends, and the resulting demand for interventions. Describes how IES goals frame Development and Innovation versus Efficacy and Replication work, including requirements for comprehensive multi-outcome interventions. Highlights early childhood efforts such as screening, early identification, and communication-focused intervention development and testing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/summary-of-autism-spectrum-disorders-research-fy-2006-fy-2015/585393/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/summary-of-autism-spectrum-disorders-research-fy-2006-fy-2015/585393.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two symptom categories define autism spectrum disorder in this report?","Question",{"text":112,"@type":113},"The report groups core symptoms into (1) social communication and interaction deficits and (2) restrictive and repetitive behaviors, interests, and activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does NCSER define a comprehensive intervention for funded research?",{"text":117,"@type":113},"An intervention is comprehensive when it is designed to address multiple outcomes; at least two outcomes must be included from domains such as developmental, cognitive, communicative, academic, social, behavioral, or functional outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the report emphasize early childhood and preschool years?",{"text":121,"@type":113},"It highlights that early intervention improves a wide range of outcomes with lasting effects into adulthood, and that improved screening can detect ASD symptoms earlier than age 3 with diagnosis often before age 2.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585393,1792062067,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","SUMMARY OF AUTISM SPECTRUM DISORDERS RESEARCH  \nNATIONAL CENTER FOR SPECIAL EDUCATION RESEARCH  \nFY 2006-FY 2015 Summarized by Amy Sussman  \nIntroduction  \nThe core symptoms exhibited by people with autism spectrum disorder (ASD) fall into two categories: (1) social communication and interaction deficits; and (2) restrictive and repetitive behaviors, interests, and activities (American Psychiatric Association, 2013) . There is a great deal of diversity in the severity of these symptoms ranging from low or no verbal or social skills to high levels of these skills, which is why autism is now considered a “spectrum” disorder. Additional symptoms may include intellectual impairment, sensory sensitivity, attention and executive functioning problems, motor difficulties, and behavior problems (Johnson, 2004) . According to the Centers for Disease Control and Prevention (2014), one in 68 children is now classified as having an ASD, a significant rise from previous estimates. The prevalence of ASD creates an extraordinary demand on schools, staff, and teachers to provide interventions that meet the educational needs of students with the disorder. Furthermore, the highly variable symptoms and the range of severity of symptoms creates a significant challenge in developing and implementing effective interventions that address the range of developmental and academic needs of students with ASD.  \nIn 2007, in its second year of grant funding, the National Center for Special Education Research (NCSER), in the Institute of Education Sciences (IES), created the Autism Spectrum Disorders topic area. This topic area was created to support a program of research intended to improve outcomes for students in preschool through high school identified with ASD. Currently funded research focuses on comprehensive school-based interventions. An intervention is comprehensive, as defined by NCSER, when it is designed to address multiple outcomes. At a minimum, outcomes for funded research must include two or more from the following domains: developmental, cognitive, communicative, academic, social, behavioral, or functional outcomes. Research on ASD interventions, however, is supported across various topic areas within NCSER, including those where funded research focuses on only one outcome (e.g., social) or on earlier ages (e.g., toddlers) . The majority of these projects focus specifically on individuals with ASD, though a few focus on individuals with ASD as a part of a larger group of which ASD is one disability.  \nNCSER has also funded a large-scale research and development center focused on supporting students with ASD in secondary school. This report summarizes the NCSER-supported research on children and youth with ASD across all research topics.  \nDeveloping and Testing the Promise and Efficacy of Interventions1  \nMost of the NCSER-funded ASD research focuses on one of two IES research goals: Development and Innovation or Efficacy and Replication.2 Researchers funded to conduct IES Development and Innovation goal projects use an iterative process to develop an intervention that includes: (1) obtaining feedback from participants, (2) measuring the feasibility of implementing the intervention in the intended setting (e.g. classroom), and (3) conducting pilot testing of the intervention to  \n1 Intervention is defined by IES to mean the wide range of education curricula, instructional approaches, professional development, technology, and practices, programs, and policies that are implemented at the student, classroom, school, district, state, or federal level to improve student education outcomes.  \n2 For more information regarding the goal structure used by IES, refer to the IES website ([http://ies.ed.gov/funding/pdf/2015_84324A.pdf](http://ies.ed.gov/funding/pdf/2015_84324A.pdf)).  \n1  \nexamine whether it has promise for improving child outcomes. Researchers funded to conduct IES Efficacy and Replication goal projects evaluate whether a fully develop","cbCairJ5K3yOGewp","https://ap.wps.com/l/cbCairJ5K3yOGewp","pdf",740738,"English","# Introduction\n# Developing and Testing the Promise and Efficacy of Interventions\n## Early Childhood","[{\"question\":\"What two symptom categories define autism spectrum disorder in this report?\",\"answer\":\"The report groups core symptoms into (1) social communication and interaction deficits and (2) restrictive and repetitive behaviors, interests, and activities.\"},{\"question\":\"How does NCSER define a comprehensive intervention for funded research?\",\"answer\":\"An intervention is comprehensive when it is designed to address multiple outcomes; at least two outcomes must be included from domains such as developmental, cognitive, communicative, academic, social, behavioral, or functional outcomes.\"},{\"question\":\"Why does the report emphasize early childhood and preschool years?\",\"answer\":\"It highlights that early intervention improves a wide range of outcomes with lasting effects into adulthood, and that improved screening can detect ASD symptoms earlier than age 3 with diagnosis often before age 2.\"}]","SUMMARY OF AUTISM SPECTRUM DISORDERS RESEARCH - FY 2006-FY 2015 | PDF",1792054591,48]