scholarly journals Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2285-2297
Author(s):  
Kyle M Frost ◽  
Jessica Brian ◽  
Grace W Gengoux ◽  
Antonio Hardan ◽  
Sarah R Rieth ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Intervention ◽  
Behavioral Interventions ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Common Elements ◽  
Intervention Science ◽  
Intervention Models ◽  
The Common ◽  
Naturalistic Developmental Behavioral Intervention

Naturalistic developmental behavioral interventions for young children with autism spectrum disorder share key elements. However, the extent of similarity and overlap in techniques among naturalistic developmental behavioral intervention models has not been quantified, and there is no standardized measure for assessing the implementation of their common elements. This article presents a multi-stage process which began with the development of a taxonomy of elements of naturalistic developmental behavioral interventions. Next, intervention experts identified the common elements of naturalistic developmental behavioral interventions using quantitative methods. An observational rating scheme of those common elements, the eight-item NDBI-Fi, was developed. Finally, preliminary analyses of the reliability and the validity of the NDBI-Fi were conducted using archival data from randomized controlled trials of caregiver-implemented naturalistic developmental behavioral interventions, including 87 post-intervention caregiver–child interaction videos from five sites, as well as 29 pre–post video pairs from two sites. Evaluation of the eight-item NDBI-Fi measure revealed promising psychometric properties, including evidence supporting adequate reliability, sensitivity to change, as well as concurrent, convergent, and discriminant validity. Results lend support to the utility of the NDBI-Fi as a measure of caregiver implementation of common elements across naturalistic developmental behavioral intervention models. With additional validation, this unique measure has the potential to advance intervention science in autism spectrum disorder by providing a tool which cuts across a class of evidence-based interventions. Lay abstract Naturalistic developmental behavioral interventions for young children with autism spectrum disorder share key elements. However, the extent of similarity between programs within this class of evidence-based interventions is unknown. There is also currently no tool that can be used to measure the implementation of their common elements. This article presents a multi-stage process which began with defining all intervention elements of naturalistic developmental behavioral interventions. Next, intervention experts identified the common elements of naturalistic developmental behavioral interventions using a survey. An observational rating scheme of those common elements, the eight-item NDBI-Fi, was developed. We evaluated the quality of the NDBI-Fi using videos from completed trials of caregiver-implemented naturalistic developmental behavioral interventions. Results showed that the NDBI-Fi measure has promise; it was sensitive to change, related to other similar measures, and demonstrated adequate agreement between raters. This unique measure has the potential to advance intervention science in autism spectrum disorder by providing a tool to measure the implementation of common elements across naturalistic developmental behavioral intervention models. Given that naturalistic developmental behavioral interventions have numerous shared strategies, this may ease clinicians’ uncertainty about choosing the “right” intervention package. It also suggests that there may not be a need for extensive training in more than one naturalistic developmental behavioral intervention. Future research should determine whether these common elements are part of other treatment approaches to better understand the quality of services children and families receive as part of usual care.

Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 23 (8) ◽  
pp. 2080-2095 ◽  
Author(s):  
Gabrielle Tiede ◽  
Katherine M. Walton
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Intervention ◽  
Social Engagement ◽  
Behavioral Interventions ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Young Children With Autism ◽  
Naturalistic Developmental Behavioral Intervention

Naturalistic developmental behavioral intervention is an emerging class of interventions for young children with autism spectrum disorder. The present article is a meta-analysis of outcomes of group-design studies ( n = 27) testing interventions using naturalistic developmental behavioral intervention strategies. Small, significant positive effects of naturalistic developmental behavioral intervention were found for expressive language ( g = 0.32), reduction in symptoms of autism spectrum disorder ( g = −0.38), and play skills ( g = 0.23). Larger effects were found for social engagement ( g = 0.65) and overall cognitive development ( g = 0.48). A marginal effect was found for joint attention ( g = 0.14) and receptive language ( g = 0.28). For joint attention, improvement was moderated by hours of professional involvement. Evidence of publication and reporting bias was present for language outcomes. This meta-analysis grows the evidence base for naturalistic developmental behavioral interventions, particularly in the key areas of social engagement and cognition.

scholarly journals Priming the Pathway: Combining Oxytocin and Behavioral Intervention to Improve Outcomes in Autism Spectrum Disorder

2021 ◽  
Author(s):  
Katherine Kuhl Meltzoff Stavropoulos ◽  
Elizabeth Baker
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Intervention ◽  
Social Communication ◽  
Behavioral Interventions ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Spectrum Disorder ◽  
Restricted Interests ◽  
Children With Asd

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social-communication deficits and the presence of restricted interests and/or repetitive behaviors. There are currently no psychopharmacological agents approved to treat core symptoms of ASD. As such, behavioral interventions are the most effective method for improving symptoms. In the current chapter, we propose that administering the neuropeptide oxytocin in conjunction with evidence-based behavioral interventions may lead to improved outcomes in social-communication for children with ASD. From a mechanistic perspective, we hypothesize that oxytocin may “prime” social reward circuitry in the brain, thereby allowing behavioral interventions designed to increase social motivation/initiation to be more effective. Extant literature related to theories of ASD, oxytocin administration in children with ASD, and behavioral intervention outcomes are reviewed, and considerations for individual characteristics (e.g., genetics, oxytocin availability, age, behavioral profile, etc.) that may affect efficacy are discussed.

scholarly journals Exclusion Criteria Used in Early Behavioral Intervention Studies for Young Children with Autism Spectrum Disorder

2020 ◽  
Vol 10 (2) ◽  
pp. 99
Author(s):  
Sahr Yazdani ◽  
Angela Capuano ◽  
Mohammad Ghaziuddin ◽  
Costanza Colombi
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Intervention ◽  
Behavioral Interventions ◽  
Intervention Studies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Groups ◽  
Exclusion Criteria ◽  
Design Studies ◽  
And Control

This literature review evaluated early behavioral intervention studies of Autism Spectrum disorder (ASD) based on their participant exclusion criteria. The studies included were found through searching PsycINFO and PubMed databases, and discussed behavioral interventions for children up to 5 years of age with ASD and utilized a group research design. Studies reviewed were categorized into three groups: Restrictive exclusion criteria, loosely defined exclusion criteria, and exclusion criteria not defined. Results indicated that studies that used restrictive exclusion criteria demonstrated greater differences in terms of outcomes between experimental and control groups in comparison to studies that used loosely defined exclusion criteria and/or did not define any exclusion criteria. We discussed implications for the generalizability of the studies’ outcomes in relationship to exclusion criteria.

scholarly journals Parent-mediated Behavioral Intervention for Treatment Behavioral Excesses in Children With Autism Spectrum Disorder

2020 ◽  
Vol 23 (4) ◽  
pp. 422-437
Author(s):  
Esmaeil Shiri ◽  
◽  
Hamidreza Pouratemad ◽  
Jalil Fathabadi ◽  
Mohammad Narimani ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Intervention ◽  
Behavioral Interventions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Positive Effects ◽  
Children With Asd

Background and Aim: One of the problems of children with Autism Spectrum Disorder (ASD) is behavioral excesses resistance to many educational and rehabilitation programs. Parent-mediated behavioral interventions seem to be effective in overcoming these problems. However, these methods are not well-introduced. The purpose of this study is to systematically review these studies and their primary and secondary outcomes, and finally analyze the components. Methods & Materials: This study was a systematic review. The search included SID, Magiran, Medline, PubMed, Springer, Science Direct, Online Library, and PsycINFO. We reviewed The articles published between 2000 and 2017 about parent-mediated behavioral interventions on behavioral excesses in autistic children. Ethical Considerations: This study with ethical code IR.SBU.ICBS.97/1013 was approved by the Biological Research Department of Shahid Beheshti University. Results: The findings of 9 studies indicated positive effects of parent-mediated behavioral intervention on behavioral excesses, including repetitive behaviors, irritability (including tantrums, aggression, and self-injurious behaviors), echolalia, and destructive behaviors (preliminary results). Also, these interventions improved the adaptive behaviors in autistic children, and parental functions such as self-efficacy, parental style, psychological problems (secondary results). Components of the therapeutic program included the type of consequence-based interventions (such as response interruption and redirection), antecedent-based interventions A (visual cue and daily schedules), antecedent-based interventions B (such as enriching environment with play). Three articles had medium certainty of the evidence, and 6 had high certainty of evidence. Conclusion: The results of this study indicated the positive effect of parent-mediated behavioral intervention on behavioral excesses in children with ASD. Future studies should emphasize the comprehensiveness of all the effective components in the parent-mediated behavioral intervention and the feasibility of the intervention in various contexts. It is suggested that parent-mediated interventions be implemented on behavioral excesses in children with ASD in Iran.

Assessment and Treatment of Selective Mutism in a Child With Autism Spectrum Disorder

2020 ◽  
pp. 153465012098345
Author(s):  
Mirela Cengher ◽  
Joy C. Clayborne ◽  
Adrianna E. Crouch ◽  
Julia T. O’Connor
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Environmental Variables ◽  
Behavioral Interventions ◽  
Selective Mutism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Assessment And Treatment

Over 60% of children diagnosed with selective mutism are also diagnosed with Autism Spectrum Disorder. Previous research established that behavioral interventions are effective at increasing speech in children with both diagnoses. However, few studies conducted assessments to determine environmental variables that inhibit speech, and such assessments are necessary for the development of effective and efficient treatments. This case study describes an assessment that evaluated the function(s) of selective mutism. The results confirmed that the participant did not talk to avoid social interaction and that mutism occurred primarily in the presence of multiple, unfamiliar people. Our first treatment focused on increasing tolerance for social interaction, demonstrated by an increase in speech production in the presence of unfamiliar people. Our second treatment focused on increasing qualitative aspects of the participant’s speech (i.e., both responses and initiations). Finally, we taught the participant’s parents to implement the treatment in naturalistic settings, and the participant demonstrated generalization of treatment effects across people and settings. Implications for clinical practice and future research are discussed.

scholarly journals Caregiver-mediated approaches to managing challenging behaviors in children with autism spectrum disorder

2013 ◽  
Vol 15 (2) ◽  
pp. 225-233
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Significant Proportion ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Adolescents With Asd

A significant proportion of children with autism spectrum disorder (ASD) are referred to mental health centers due to the presence of challenging behaviors. Because challenging behaviors in children and adolescents with ASD often result from underlying social and communication difficulties and comorbid anxiety, traditional caregiver-mediated behavior intervention techniques developed for children with disruptive behavior disorders may need to be adapted for this population. Behavioral interventions that target communication skills, social skills, anxiety, and sensory responsiveness in children with ASD may be needed. Notably, while best practice necessitates the involvement of caregivers in treating children and adolescents with ASD, few randomized control studies have examined the effectiveness of caregiver-implemented interventions in reducing challenging behaviors. This review summarizes the current literature with regard to caregiver-mediated behavioral interventions for children with ASD, and suggests areas for intervention development and research.

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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