The effect of early intervention on the social and emotional development of young children (0-5) with autism (original) (raw)
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Behavior Modification, 2011
Evidence from recent meta-analytic and narrative review suggests that early intensive behavioral intervention (EIBI) may improve life chances of preschool children with autism. Unfortunately, there are few data indicating whether early gains are maintained after intervention ceases. The purpose of the present study was to establish the 2-year follow-up outcome for children with autism (N = 41) who had participated in an earlier 2-year controlled comparison of EIBI. Twenty-three children in the intervention group (100% of original sample) and 18 in the treatment-as-usual comparison group (86% of original sample) were located and retested. Group differences favoring intervention substantially diluted in this period but varied significantly between subgroups who had received university-supervised and parent-commissioned interventions, favoring the latter. These groups differed in terms of their baseline characteristics and intensity of intervention. Results strongly suggest a need for better characterization of those children who would benefit from more active maintenance programs. at University of Southampton on August 4, 2011 bmo.sagepub.com Downloaded from 428 Behavior Modification 35(5)
Early Intensive Behavioral Intervention: Outcomes for Children with Autism (Autism Spectrum Disorder
The International Journal of Indian Psychology, 2016
Autism is a Neuro-developmental disability characterized by severe social, communicative and cognitive deficits, resulting in significant lifelong disability. Autism requires long-term treatment, yet, despite the severity of this disorder, some children achieve remarkable long lasting gains. Over the years, many studies have been published on comprehensive treatment approaches that seek to reduce the general level of impairment in autism. An increasing body of empirical research suggests that early, intensive, structured intervention, based on the principles of applied behavior analysis, is effective in remediating the intellectual, linguistic, and adaptive deficits associated with autism. Early intervention programs are indeed beneficial for children with autism, often improving developmental functioning and decreasing maladaptive behaviors and symptom severity at the level of group analysis. To study the efficacy of early intensive behavioral intervention, 40 children were selected and two groups were formed. Written consent was taken from parents. Therapy was provided at the centre for autism spectrum disorder, Sweekaar Academy of Rehabilitation. Individual intervention and pre-post design was used for the study. Each group consisting 20 children diagnosed with autism between age group of 3 to 6 years. Group-I received intensive behavioral intervention 4 hours 6 days a week for 1year and Group-II received regular treatment for the same period. Pre-post assessment was done by VSMS, DST, GDT, and ISSA. Result indicates significant improvement in the domain of Social Relationship and Reciprocity (SRR), Emotional Responsiveness (ER), Speech Language and Communication (L&C), Behavior Patterns (BP), Cognitive Components (CC) Sensory Aspects (SA) and intellectual ability.
Change in autism core symptoms with intervention
2007
It is still debated what is the best early intervention approach for autism. This study compared two intervention approaches, Eclectic-Developmental (ED) and Applied Behavioral Analysis (ABA) in very young children with autism/autism spectrum disorder (ASD). Nineteen children received ED intervention, using combination of methods. Twenty children received Applied Behavioral Analysis (ABA) intervention which used behavioral principles. Children in both groups were not significantly different in their autism severity, cognitive abilities and in socio-economic background at pre-intervention time. Change in the severity of autism symptoms was assessed by the Autism Diagnosis Observation Schedule (ADOS).
Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings
Journal of Autism and Developmental Disorders, 2012
We evaluated outcomes for 31 children with autism (2-6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream preschool delivery model are discussed.
2007
This study assessed the relation between pre-intervention variables (cognition, socialization and communication) to outcome in young children with autism. Method: Twenty five children with autism (20-32 months) were enrolled in intensive behavior intervention. The children were divided into groups based on their IQ scores and on the severity of their social interaction and communication deficits [per autism diagnostic observation schedule (ADOS) scores]. Six developmental-behavioral domains including, imitation, receptive language, expressive language, nonverbal communication skills, play skills and stereotyped behaviors were assessed at pre-and post-1 year of intervention times. Results: Significant progress was noted in all the six developmental-behavioral domains after 1 year of intervention. Children with higher initial cognitive levels and children with fewer measured early social interaction deficits showed better acquisition of skills in three developmental areas, receptive language, expressive language and play skills. Both groups showed better progress in Receptive language skills. Better progress in expressive language was associated with the child's social abilities, while more significant progress in play skills was related to pre-intervention cognitive level. Conclusions: These findings emphasize the importance of early intensive intervention in autism and the value of pre-intervention cognitive and social interaction levels for predicting outcome. #
Effect of Early Intervention in Autism: A Case Study
Introduction: Autism is a group of developmental disorders known as Pervasive Developmental Disorders (PDD). Pervasive developmental disorder is defined by the presence of abnormal and impaired development characterized as abnormal functioning in all three areas of social interaction, communication, restricted and repetitive behaviour, that manifests before the age of 3years. Autistic disorder is believed to occur at the rate of about 8 cases per 10000 children, with 4:1 ratio of males to females. An intensive early intervention is critical in maximizing outcomes for children with autism spectrum disorder (ASD), and evidence suggests that the earlier the intervention, the better the outcome.