scholarly journals Measuring Outcome in an Early Intervention Program for Toddlers with Autism Spectrum Disorder: Use of a Curriculum-Based Assessment

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Elizabeth C. Bacon ◽  
Sarah Dufek ◽  
Laura Schreibman ◽  
Aubyn C. Stahmer ◽  
Karen Pierce ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Intervention Program ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intervention Programs ◽  
Standardized Assessments ◽  
Early Intervention Program ◽  
Lack Of Information ◽  
Slow Progress

Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child’s performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed.

scholarly journals Transition from early intervention program to primary school in children with autism spectrum disorder

2017 ◽  
Vol 6 (4) ◽  
pp. 169-175 ◽  
Author(s):  
Valsamma Eapen ◽  
Rachel Grove ◽  
Elizabeth Aylward ◽  
Annette V Joosten ◽  
Scott I Miller ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Primary School ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Intervention Program

scholarly journals Early intervention programs for toddlers with Autism Spectrum Disorder: a systematic review

2021 ◽  
Vol 10 (14) ◽  
pp. e103101421935
Author(s):  
Elpis Papaefstathiou ◽  
Maria Zygopoulou ◽  
Eleni Gkiolnta ◽  
Kyriaki Sarri ◽  
Christine K. Syriopoulou-Delli
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intervention Programs ◽  
Assessment Instruments ◽  
Treatment As Usual ◽  
Developmental Skills ◽  
The Social ◽  
Parental Acceptability

This review identified 8 randomized controlled trials (RCTs) that evaluated early intervention (EI) programs for infants in the age-group 18-48 months who either had been diagnosed with, or were considered at risk for, autism spectrum disorder (ASD). The studies were summarized in terms of participant characteristics, intervention characteristics, rigor of study/research and outcomes. Intervention characteristics included the provision of training to parents. All the studies used RCT design, with control subjects who were either toddlers of typical development (TD) or toddlers with ASD following “treatment as usual” (TAU) or another treatment, and all were rated as strong in terms of quality/rigor.  Positive results were recorded for parental acceptability and satisfaction, and reduction of parenting stress. In most of the studies, the social communication and developmental skills of the toddlers were enhanced. We conclude that EI programs for ASD show promise, and may be beneficial for both the toddlers and the parents, but the limited number of RCTs and the wide variety in intervention programs and assessment instruments used indicates the need for additional research to evaluate the specific benefits. 

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

scholarly journals Parental evaluation of a revised autism spectrum disorder diagnostic process for children under 36 months of age

2021 ◽  
Author(s):  
Jean-François Lemay ◽  
Shauna Langenberger ◽  
Scott McLeod
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Parent Education ◽  
Positive Impact ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Diagnostic Process ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
High Level

Abstract Background The Alberta Children’s Hospital-Autism Spectrum Disorder Diagnostic Clinic (ACH-ASDC) was restructured due to long wait times and unsustainable clinic workflow. Major changes included the initiation of pre- and post-ASD parent education sessions and distinct ASD screening appointments before the ASD diagnostic appointment. Methods We conducted a parental program evaluation in summer 2018 of the ACH-ASDC. We used a cross-sectional survey to evaluate key outcomes including parental satisfaction, and the percentage of families obtaining access to government supports and early intervention programs. Results For the 101 eligible patients diagnosed with ASD under 36 months of age 70 (69.3%) parents agreed to participate. The mean diagnostic age of the children diagnosed with ASD was 30.6 months (SD=4.1 months). There were no statistically significant age differences between biological sexes. Ninety-three per cent of parents felt that ASD educational sessions were useful, and 92% of parents were satisfied to very satisfied with the overall ASD diagnostic process. Ninety per cent of parents had access to at least one of the key resources available for ASD early intervention in our province following diagnosis. Parents reported a positive impact on intervention provided to their child in the areas of communication, social interaction, and behaviour. Conclusion Parents of children diagnosed with ASD expressed a high level of satisfaction with the restructured ACH-ASDC process. Implementing parent education sessions was well received and met parents’ needs. Parents were able to access intervention services following diagnosis and reported positive impacts for their child. Re-envisioning program approaches to incorporate novel strategies to support families should be encouraged.

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