Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures

Background: Early comprehensive treatment models (CTMs) have been developed as effective treatments for children with autism spectrum disorder (ASD). Numerous studies have suggested that CTMs can improve short-term outcomes, but little is known about precise outcome information in childhood. The current meta-analysis reviewed studies reporting broader outcomes in children with ASD who had ever participated in a CTM and examined the predictors of developmental gains.Methods: We searched eight databases up to June 13, 2019, for relevant trials and natural experiments. Longitudinal studies were selected if they investigated the outcomes of CTMs. Two meta-analyses were undertaken to provide a summary estimate of change in treatment outcomes and to evaluate the effect of CTMs; one used the standardized mean change between the pretest and posttest, and the other was a classical meta-analysis. Stratified and random-effects meta-regression analyses were performed to search for outcome differences among studies.Results: Eighteen intervention studies (involving 495 children with ASD) met all the inclusion criteria: 12 used early intensive behavioral intervention (EIBI), and two used the Early Start Denver Model (ESDM). Outcomes were categorized into three parts: cognitive, language and behavioral (e.g., adaptive functioning and symptomatology). Overall, most children with ASD who had ever participated in an early CTM made gains in many areas of functioning, especially in terms of symptom- and language-related outcomes. Stratified analyses indicated that the ESDM displayed the largest effect on IQ improvement (ES = 1.37, 95% CI: 0.95 to 1.80), while EIBI was more effective for symptom reduction (ES = −1.27, 95% CI: −1.96 to −0.58). Further, meta-regression suggested that interventions with parent involvement, higher intensity, and longer treatment hours yielded greater improvements in IQ and social adaptive functioning, respectively.Conclusion: The results demonstrate a positive association between CTMs and better prognosis in childhood, especially regarding symptoms, and language. However, most extant research involves small, non-randomized studies, preventing definitive conclusions from being drawn. Clearly, the outcomes of children with ASD are still far from normal, especially with respect to adaptive functioning, and the four mediating variables pertaining to treatment elements can affect their gains, including approach, implementer, intensity, and total treatment hours.Systematic Review Registration: [www.crd.york.ac.uk/PROSPERO], identifier [CRD42019146859].

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Differential Response to a School-Based Program for Young Children With ASD

Topics in Early Childhood Special Education ◽

10.1177/0271121411403166 ◽

2011 ◽

Vol 31 (3) ◽

pp. 166-177 ◽

Cited By ~ 3

Author(s):

Susan R. Sandall ◽

Julie W. Ashmun ◽

Ilene S. Schwartz ◽

Carol Ann Davis ◽

Penny Williams ◽

...

Keyword(s):

Young Children ◽

Challenging Behaviors ◽

Developmentally Appropriate ◽

Autism Spectrum ◽

Differential Response ◽

Comprehensive Treatment ◽

Children With Asd ◽

Appropriate Treatment ◽

Research Based Interventions ◽

Project Data

Differential outcome and differential response to research-based interventions are challenging issues for researchers, teachers, and families of young children with autism spectrum disorder (ASD). In this article, the authors present information on responders to an early education program, Project DATA (Developmentally Appropriate Treatment for Autism), designed for children with ASD. Using case study methods, the authors identified six themes that were associated with optimal responders. The themes include the following: responders made continual progress, their challenging behaviors served clear functions, teachers were able to identify motivators, responders became sociable, they learned efficiently in group arrangements, and they generalized new skills. Findings are discussed in terms of implications for individualizing intervention approaches within the context of comprehensive treatment models.

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Cognitive, language and behavioral outcomes in children and adolescents with autism spectrum disorders exposed to early comprehensive treatment models: A meta-analysis and meta-regression

10.21203/rs.2.24508/v2 ◽

2020 ◽

Author(s):

Bijun Shi ◽

Weijia Wu ◽

Meixia Dai ◽

Jingjing Zeng ◽

Jingyin Luo ◽

...

Keyword(s):

Children And Adolescents ◽

Adaptive Functioning ◽

Meta Analysis ◽

Autism Spectrum ◽

Comprehensive Treatment ◽

Childhood And Adolescence ◽

Natural Experiments ◽

Children With Asd ◽

Treatment Models ◽

Meta Regression

Abstract Background Early comprehensive treatment models (CTMs) have been developed as effective treatments for children with autism spectrum disorder (ASD). Numerous studies have suggested that CTMs can improve short-term outcomes, but little is known about outcomes in mid-childhood and adolescence. The current meta-analysis reviewed studies reporting broader outcomes in children and adolescents with ASD who had ever participated in a CTM and examined the predictors of developmental gains.Methods We searched eight databases up to June 13, 2019, for relevant trials and natural experiments. Longitudinal studies were selected if they investigated the outcomes of CTMs. Two meta-analyses were undertaken to provide a summary estimate of change in treatment outcomes and to evaluate the effect of CTMs; one used the standardized mean change between the pretest and posttest, and the other was a classical meta-analysis. Stratified and random-effects meta-regression analyses were performed to search for outcome differences among studies. Results Eighteen intervention studies (involving 495 children with ASD) met all the inclusion criteria: 12 used early intensive behavioral intervention (EIBI), and two used the Early Start Denver Model (ESDM). Outcomes were categorized into three parts: cognitive, language and behavioral (e.g., adaptive functioning and symptomatology). Overall, most children with ASD who had ever participated in an early CTM made gains in many areas of functioning, especially in terms of symptom- and language-related outcomes. Stratified analyses indicated that the ESDM displayed the largest effect on IQ improvement (ES=1.37, 95% CI: 0.95-1.80), while EIBI was more effective for symptom reduction (ES=-1.27, 95% CI: -1.96 to -0.58). Further meta-regression suggested that interventions with parent involvement and longer treatment hours yielded greater improvements in IQ and social adaptive functioning, respectively.Conclusion The results demonstrate a positive association between CTMs and better prognosis in mid-childhood and adolescence, especially regarding symptoms and language. However, most extant research involves small, nonrandomized studies, preventing definitive conclusions from being drawn. Clearly, the outcomes of children with ASD are still far from normal, especially with respect to adaptive functioning, and the three mediating variables pertaining to treatment elements can affect their gains, including approach, implementer and total treatment hours.

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Cognitive, language and behavioral outcomes in children in middle childhood with autism spectrum disorders exposed to early comprehensive treatment models: A meta-analysis and meta-regression

10.21203/rs.2.24508/v1 ◽

2020 ◽

Author(s):

Bijun Shi ◽

Weijia Wu ◽

Meixia Dai ◽

Jingjing Zeng ◽

Jingyin Luo ◽

...

Keyword(s):

Middle Childhood ◽

Adaptive Functioning ◽

Meta Analysis ◽

Autism Spectrum ◽

Comprehensive Treatment ◽

Natural Experiments ◽

Summary Estimate ◽

Children With Asd ◽

Treatment Models ◽

Meta Regression

Abstract Background Early comprehensive treatment models (CTMs) have developed as effective treatments for children with autism spectrum disorder (ASD). Numerous studies have suggested that they can improve short-term outcomes, but little is known about middle childhood outcomes. The current meta-analysis reviewed studies reporting broader outcomes in middle childhood in children with ASD who ever participated in a CTM and examined the predictors of primary outcomes. Methods We searched eight databases up to June 13, 2019, for relevant trials and natural experiments. Longitudinal studies were selected if they investigated the outcomes of CTMs in middle childhood in children with ASD. Two meta-analyses were undertaken to determine a summary estimate of change in treatment outcomes and evaluate the effect of CTMs; one used the standardized mean change between the pretest and posttest, and the other a classical meta-analysis. Stratified and random effects meta-regression analyses were performed to search for outcome differences among studies. Results Eighteen intervention studies (involving 495 children with ASD) met all the inclusion criteria: 12 used early intensive behavioral intervention (EIBI) and two the Early Start Denver Model (ESDM). Outcomes were categorized into three parts: cognitive, language and behavioral (e.g., adaptive functioning and symptomatology). Overall, most children with ASD in middle childhood who participated in an early CTM make gains in many areas of functioning, especially with regard to symptom and language-related outcomes. Stratified analyses indicated that the ESDM displayed the largest effect on IQ improvement (ES=1.37, 95% CI: 0.95-1.80), while EIBI was more effective for symptom reduction (ES=-1.27, 95% CI: -1.96 to -0.58). Further meta-regression suggested that interventions with parent involvement and longer treatment hours yielded greater improvements in IQ and social adaptive functioning, respectively. Conclusion The results demonstrate a positive association between CTMs and better prognosis in middle childhood, especially regarding symptoms and language. However, most of the extant research involves small, non-randomized studies, preventing definitive conclusions from being drawn. What is certain is that the outcomes in middle childhood of children with ASD are still far from normal, especially for adaptive functioning, and the three mediating variables were treatment elements: approach, implementer and total treatment hours.

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Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.2.42 ◽

2010 ◽

Vol 20 (2) ◽

pp. 42-50 ◽

Cited By ~ 11

Author(s):

Laura W. Plexico ◽

Julie E. Cleary ◽

Ashlynn McAlpine ◽

Allison M. Plumb

Keyword(s):

Autism Spectrum Disorders ◽

Young Children ◽

Children With Autism ◽

Descriptive Study ◽

Autism Spectrum ◽

Typically Developing ◽

Children With Asd ◽

Young Children With Autism ◽

Spectrum Disorders ◽

Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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Implications of teaching strategies for the student--teacher relationship in young children with ASD

PsycEXTRA Dataset ◽

10.1037/e596262013-001 ◽

2013 ◽

Author(s):

Barbara Caplan ◽

Lauren Berkovits ◽

Jan Blacher ◽

Abbey Eisenhower

Keyword(s):

Young Children ◽

Student Teacher ◽

Teaching Strategies ◽

Student Teacher Relationship ◽

Children With Asd

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Reliability and Validity of the Persian Version of the Quality of Life in Autism Questionnaire (QoLA) - Parent Version in Iranian Mothers

10.21203/rs.3.rs-404187/v1 ◽

2021 ◽

Author(s):

Seyed-Sirvan Hosseini ◽

Seyedeh Zeinab Beheshti ◽

Valsamma Eapen ◽

Amir Almasi-Hashiani ◽

Saman Maroufizadeh

Keyword(s):

Quality Of Life ◽

Convergent Validity ◽

Reliability And Validity ◽

Autism Spectrum ◽

Cronbach’S Alpha ◽

Cronbach's Alpha ◽

Persian Version ◽

Children With Asd ◽

Confirmatory Factor

Abstract Background: Parents of children with autism spectrum disorder (ASD) are known to poorer quality of life. The Quality of Life in Autism Questionnaire (QoLA) is a commonly used instrument for measuring the quality of life in parents of children with ASD. The aim of this study was to evaluate the reliability and validity of the QoLA in Iranian mothers of children with ASD.Methods: The sample of this methodological study consisted of 88 mothers of children with ASD in Arak, Iran. The data were collected using convenience sampling method between September 2019 and January 2020. A battery of questionnaires was administered to mothers which included the QoLA, Patient Health Questionnaire-9 (PHQ-9), Generalized Anxiety Disorder-7 (GAD-7), and Perceived Stress Scale-4 (PSS-4). Factor structure and internal consistency of the QoLA were examined via confirmatory factor analysis (CFA) and Cronbach’s alpha, respectively. Convergent validity was examined by relationship with WHOQOL-BREF, PHQ-9, GAD-7 and PSS-4.Results: The mean total scores of QoLA Part A and Part B were 86.50 (SD=13.89) and 61.41 (SD=18.21), respectively. Both subscales exhibited good internal validity (with Cronbach’s alpha of 0.899 and 0.950 for Part A and Part B, respectively). The convergent validity of both subscales of QoLA was proved via moderate to strong correlations with measure of the WHOQOL-BREF. In addition, both QoLA Part A and Part B scores were negatively correlated with measures of PHQ-9, GAD-7, and PSS-4. The confirmatory factor analyses provided evidence for unidimensionality of both subscales of QoLA.Conclusion: The Persian version of QoLA displays satisfactory reliability and validity in Iranian mothers of children with ASD.

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Parent-reported feeding and swallowing difficulties of children with Autism Spectrum Disorders (aged 3 to 5 years) compared to typically developing peers: a South African study

African Health Sciences ◽

10.4314/ahs.v20i1.59 ◽

2020 ◽

Vol 20 (1) ◽

pp. 524-532

Author(s):

Mari Viviers ◽

Marguerite Jongh ◽

Lindsay Dickonson ◽

Roxanne Malan ◽

Tamaryn Pike

Keyword(s):

South Africa ◽

Autism Spectrum Disorders ◽

Young Children ◽

South African ◽

Children With Autism ◽

Autism Spectrum ◽

Typically Developing ◽

Children With Asd ◽

Swallowing Difficulties ◽

Spectrum Disorders

Background: Research on aspects of neurodevelopment such as feeding and swallowing difficulties in children with Autism Spectrum Disorders (ASD) is limited in low and middle income countries such as South Africa. Method: A descriptive comparative group design was used to investigate feeding and swallowing difficulties of young children with ASD in comparison to typically developing peers. The Brief Autism Mealtime Behavioural Inventory (BAMBI) was used. Results: Findings indicated a significant difference in the severity of feeding and swallowing difficulties between the two groups. Difficulties such as food selectivity, sensory processing difficulties, oral-motor difficulties and symptoms of dysphagia were iden- tified. The findings added to the existing global literature on feeding and swallowing difficulties in young children with ASD but provide a unique first perspective on these difficulties in South African children with ASD. Conclusion: Findings also highlighted the use of the BAMBI as an adjunct clinical tool to encourage comprehensive parental report during feeding assessment in this population. Cultural adaptation of the BAMBI for future use in African countries should be considered. A better local understanding of the parental perspective on the multidimensional nature of the feeding and swallowing difficulties displayed by young children with ASD was obtained. Keywords: Parent-reported feeding; swallowing difficulties; Autism Spectrum Disorders; South Africa.

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