Abstract
This paper estimates the relationship between changes in academic performance for pre-school age children with Autism Spectrum Disorder and teacher education and classroom staffing using data from the Pre-Elementary Education Longitudinal Study (PEELS). Strong positive relationships between changes in childrenâs standard scores on selected standardized math and reading tests are found when their teachers have bachelorâs or masterâs degrees in special education, or bachelorâs degrees in general education. There is also evidence of relationships between classroom structure and change in student standard scores on standardized reading and math tests for children with ASD.
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