Underutilization of Early Intensive Behavioral Intervention Among 3-Year-Old Children with Autism Spectrum Disorder

2019 ◽  
Vol 49 (7) ◽  
pp. 2956-2964 ◽  
Author(s):  
Marissa E. Yingling ◽  
Bethany A. Bell
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Intensive Behavioral Intervention ◽  
Intensive Behavioral Intervention

Sustainability of Early Intensive Behavioral Intervention for Children With Autism Spectrum Disorder in a Community Setting

2018 ◽  
Vol 44 (1) ◽  
pp. 3-26 ◽  
Author(s):  
Chanti F. Waters ◽  
Mila Amerine Dickens ◽  
Sally W. Thurston ◽  
Xiang Lu ◽  
Tristram Smith
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Behavioral Intervention ◽  
Community Setting ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Intensive Behavioral Intervention ◽  
Intensive Behavioral Intervention ◽  
Matched Comparison

This study examined whether outcomes in early intensive behavioral intervention (EIBI) during a university-led multisite project could be replicated by the same community agency independently of the project. Participants, age 18 to 75 months at onset of intervention, were 48 children with autism spectrum disorder (ASD) enrolled in 35 hr per week of publicly funded, community-based EIBI for 3 years and 46 children who were matched on baseline characteristics and received early childhood services as usual (SAU) through local early childhood special education providers. Linear mixed models indicated that EIBI participants improved significantly more than SAU participants on standardized tests of IQ, nonverbal IQ, adaptive behavior, and academic achievement, administered by independent evaluators. Although limited by the use of a matched comparison group rather than random assignment, the study provides evidence for the sustainability of effective EIBI in community settings for children with ASD who start intervention at varying ages throughout early childhood.

scholarly journals Early Intensive Behavioral Intervention: Outcomes for Children with Autism (Autism Spectrum Disorder)

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Thyagarajan. R. ◽  
Tripathi, M. A
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
General Level ◽  
Comprehensive Treatment ◽  
Early Intensive Behavioral Intervention ◽  
Intensive Behavioral Intervention ◽  
Group I

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.

scholarly journals Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder

2018 ◽  
Vol 39 (02) ◽  
pp. 114-124 ◽  
Author(s):  
Rachel Haine-Schlagel ◽  
Marilee Burgeson ◽  
Karyn Searcy ◽  
Kelsey Dickson ◽  
Aubyn Stahmer ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Behavioral Intervention ◽  
Service Providers ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Lessons Learned ◽  
Spectrum Disorder ◽  
Funding Agency ◽  
Young Children With Autism

AbstractNaturalistic developmental behavioral interventions include an explicit focus on coaching parents to use therapy techniques in daily routines and are considered best practice for young children with autism. Unfortunately, these approaches are not widely used in community settings, possibly due to the clinical expertise and training required. This article presents the work of the Bond, Regulate, Interact, Develop, Guide, Engage (BRIDGE Collaborative), a multidisciplinary group of service providers (including speech-language pathologists), parents, funding agency representatives, and researchers dedicated to improving the lives of young children with autism spectrum disorder and their families. The group selected and adapted a parent coaching naturalistic developmental behavioral intervention specifically for use with toddlers and their families for community implementation. Lessons learned from the implementation process include the importance of therapist background knowledge, the complexity of working with parents of young children, and needed supports for those working closely with parents, including specific engagement strategies and the incorporation of reflective practice.

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