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Fifty\u2010eight preschool\u2010aged children randomly assigned to receive the Group\u2010Early Start Denver Model (G\u2010ESDM) in either inclusive or specialised (i.e., autism\u2010specific) classrooms across one calendar year showed similar outcomes at group mean\u2010level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings.<\/jats:p><\/jats:sec>","DOI":"10.1002\/aur.2815","type":"journal-article","created":{"date-parts":[[2022,9,15]],"date-time":"2022-09-15T11:05:08Z","timestamp":1663239908000},"page":"2200-2209","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":26,"title":["Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings"],"prefix":"10.1002","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4034-9157","authenticated-orcid":false,"given":"Giacomo","family":"Vivanti","sequence":"first","affiliation":[{"name":"A.J. 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