A Comprehensive Inclusion Program for Kindergarten Children With Autism Spectrum Disorder

Abstract

To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their peers for 28 hrs a week. A comparison group ( n = 21) received an eclectic intervention in public, general education, kindergarten classrooms. Examiners administered standardized tests of cognitive, language, and adaptive behavior skills to children in both groups at the beginning and end of the school year. There were no differences in test scores between the two groups at baseline. Following intervention, the model program group had higher mean standard scores in all skill domains. The differences were statistically significant for all domains except adaptive behavior and spoken language. These findings are consistent with reports of success for inclusive programs for preschool children with ASD.