Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder.
Fernanda A Castellón, Alexandra Sturm, Connie Kasari
PMID 37171765WHAT IT FOUND
Autistic English Learners reached proficiency at a mean age of 12.3 years, with only 38.4% achieving it during the study.
Placement in special education classes predicted later proficiency than general education placement. Household income, ethnicity, and gender did not predict the age of proficiency.
Key findings
01Only 38.4% of students initially classified as English Learners achieved English proficiency by their last observation, with a mean age of 12.3 years at transition.
02Educational placement in a special education classroom was associated with a significantly later age at English proficiency compared to general education placement.
03Ethnicity, household income, free or reduced lunch status, and gender did not predict the age at which students became English proficient.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
Read the rest of this summary
You get three full summaries a month, free, and we do not ask for a card. Search, the TL;DRs and your library stay unlimited either way.
What it does not show
The study did not include English Learners without a disability identification, so it is impossible to compare outcomes between autistic and non-autistic groups. Data on specific student characteristics such as IQ, autism symptom severity, or co-occurring disabilities were not available, so it is unclear if these factors influenced both placement decisions and proficiency outcomes. The analysis relied on administrative data and did not assess the quality of instruction or specific language support services provided. The study was limited to one large urban school district, so findings may not generalize to other regions or school systems. Students with complex communication needs or those who are minimally verbal may be underrepresented or misclassified in administrative data regarding English proficiency.
Declared interests
Funded by the Maternal and Child Health Bureau and the Health Resources and Services Administration. No conflicts of interest declared.
The easy way to misread this
Do not interpret the association between special education placement and later proficiency as proof that segregation causes the delay. The study could not control for student-level factors like language ability or symptom severity, which likely influenced both the placement decision and the proficiency outcome.