Abstract
The current study examined the impact of school placement in mainstream or special settings on the behavioural functioning of children with Autism Spectrum Disorders (ASD). Children were assessed at the start of the school year and then again at the end of the school year using the Strengths and Difficulties Questionnaire and the Vineland Adaptive Behavior Scale. Children with ASD made improvements in both types of placements; however, those children in specialist provisions made greater improvements in areas of conduct and socialisation. These results confirm other recent demonstrations of superior performance in special schools for children with ASD. The need to re‐address specialist school placement as a viable alternative to mainstream education for children with ASD is discussed.
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