Publication Date

Spring 2022

Advisor(s) - Committee Chair

Thomas Gross (Director), Carl Myers, Sarah Ochs

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

The purpose of this study was to review the literature to examine the academic outcomes and experiences of adverse childhood experiences (ACEs) for students with autism spectrum disorder (ASD). There were three research questions to examine academic outcomes, experiences of ACEs, and determine if research has addressed the possible interaction between academic outcomes with ACES for students with ASD. A systematic literature review was completed. Twenty-two articles were coded for Autism Spectrum Disorder (ASD), adverse childhood experiences (ACEs), and math and reading achievement outcomes. Studies included within the review indicated that children with ASD are at an increased risk for experiencing ACEs and lower academic achievement with the majority indicating medium to large effects. Although research indicates the increased risk of both of these variables, there was no research found to investigate to relationship between ACEs and academic achievement for children with ASD.

Disciplines

Early Childhood Education | Language and Literacy Education | Special Education and Teaching

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