Abstract
This study examined the predictive value of individual and environmental variables on the language and social skills outcome of children with autism spectrum disorders (ASD). The research questions that were posed sought to determine if age of children, motor skills, and classroom placement would predict language skills and social skills as measured by the Communication domain and Socialization domain, respectively, on the Vineland Adaptive Behavior Scales, 2nd Edition (VABS-2; Sparrow, Balla, & Cichetti, 2005). The data used in this dissertation were gathered from an archival data set from a private organization that provides behavioral intervention to ASD children, the Center for Autism and Related Disorders. Results indicated that age at baseline had a negative relationship with both dependent variables, while motor skills and classroom placement were related to neither variable. These results offer support to the American Academy of Pediatrics' recommendation that children receive early screening for ASD so that children who require intervention can receive it early in life. Limitations of this study and directions for future research were discussed.