Caractérisation des objectifs d'éducation spécialisée des élèves autistes : analyse par classes latentes avec covariables démographiques et développementales

Titre original en anglais : Characterizing the Special Education Goals of Autistic Students: Latent Class Analysis With Demographic and Developmental Covariates

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Zajic, M. C., Gudknecht, J., & McIntyre, N. S. (2025). Characterizing the Special Education Goals of Autistic Students: Latent Class Analysis With Demographic and Developmental Covariates. Exceptional Children, 91(4), 359-376. https://doi.org/10.1177/00144029251331861

Date de publication: 15/05/2025 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Matthew C. Zajic
  2. Juliette Gudknecht *
  3. Nancy S. McIntyre

Résumé

De nombreux enfants autistes reçoivent des services d'éducation spécialisée par le biais de programmes éducatifs individualisés (IEP) qui comprennent des objectifs et des besoins éducatifs spécifiques. Des recherches antérieures ont examiné les options de programmation disponibles pour soutenir les élèves autistes, mais leurs besoins éducatifs à travers les objectifs éducatifs scolaires et développementaux sont moins bien connus. De plus, les approches existantes se sont souvent appuyées sur de petites études axées sur la description de domaines d'objectifs individuels. Cette étude utilise les données de 551 familles provenant de l'ensemble des États-Unis ayant un enfant autiste de la maternelle à la terminale et une analyse par classes latentes pour (a) identifier des sous-groupes latents, ou sous-jacents, sur la base de profils de réponses multivariées à travers les objectifs éducatifs retenus dans six domaines (lecture, écriture, mathématiques, langage et communication, compétences sociales, comportement), et (b) examiner si des covariables démographiques et développementales prédisent l'appartenance à une classe latente. Nous avons identifié cinq classes latentes : Tous les objectifs (40,49 %) ; Caractéristiques autistiques (21,63 %) ; Langage, littératie et caractéristiques autistiques (18,99 %) ; Scolaire (13,94 %) ; et Langage et communication (4,95 %). Deux covariables — le pourcentage de temps passé dans l'enseignement général et le comportement adaptatif — ont prédit des différences dans l'appartenance à une classe latente. Les résultats offrent un examen exhaustif des besoins éducatifs hétérogènes des enfants autistes d'âge scolaire. Nos résultats soulignent la nécessité pour les chercheurs et les éducateurs de comprendre les besoins éducatifs des élèves autistes au-delà de la présence d'un IEP.

Many autistic children receive special education services via Individualized Education Programs (IEPs) that include specific educational goals and needs. Prior research has examined programming options available to support autistic students, but less is known about their educational needs across academic and developmental educational goals. Additionally, existing approaches have often relied on small studies focused on describing individual goal areas. This study uses data from 551 families from across the United States with an autistic child in grades K-12 and latent class analysis to (a) identify latent, or underlying, subgroups based off multivariate response patterns across educational goals endorsed in six domains (reading, writing, math, language and communication, social skills, behavior), and (b) examine if demographic and developmental covariates predict latent class membership. We identified five latent classes: All Goals (40.49%); Autistic Characteristics (21.63%); Language, Literacy, and Autistic Characteristics (18.99%); Academic (13.94%); and Language and Communication (4.95%). Two covariates—percentage of time spent in general education and adaptive behavior—predicted differences in latent class membership. Findings offer a comprehensive examination into the heterogeneous educational needs of autistic school-age children. Our results emphasize the need for researchers and educators to understand the educational needs of autistic students beyond the presence of an IEP.

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
45
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
1 / 45 (2,2 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
1 / 229 (0,4 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 1 / 33 (3,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 188 (0,5 %).
Occurrences citées rattachées à la base AutiHub
33 / 229 (14,4 %)
Auteurices cité·es distinct·es rattaché·es : 26 / 188 (13,8 %)
Occurrences rattachées, non identifiées comme autistes
32 / 33 (97,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 32 / 229 (14,0 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 25 / 26 (96,2 %).
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