Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting

Abstract Background: Naturalistic developmental behavioural interventions (NDBI) have been shown to improve autism-specific symptoms in young children with Autism Spectrum Disorder (ASD). NDBI approaches, such as the ASD-specific Frankfurt Early Intervention Program for ASD (A-FFIP), are based on ASD-specific developmental and learning aspects. A-FFIP is a low-intensity, cost-effective intervention which can easily be implemented in the local health care / social welfare system. The aim of the present study is to establish one-year efficacy of the manualised early intervention program A-FFIP in toddlers and preschool children with ASD. It is hypothesized that A-FFIP will result in improved ASD-specific symptoms compared to early intervention as usual (EIAU). Child and family specific secondary outcomes, as well as moderators and mediators of outcome will be explored. Methods/design: A prospective multi-centre, parallel-group, randomized, controlled, phase-III trial comparing A-FFIP versus EIAU. A total of 134 children (A-FFIP: 67, EIAU: 67) aged 2;0–5;6 years meeting criteria for ASD (DSM-5) will be included. The primary outcome is the absolute change of the total score of the Brief Observation of Social Communication Change (BOSCC-AT) between baseline and 12 months after begin of the interventions. The treatment effect will be tested adjusted for relevant covariates applying a mixed model for repeated measures. Secondary outcomes are BOSCC social communication and repetitive behaviour scores, single ASD symptoms, language, cognition, psychopathology, parental well-being and family quality of life. Predictors, moderators and mediating mechanisms will be explored. Discussion: If efficacy of the manualised A-FFIP early intervention is established, the current study has the potential to change clinical practice strongly towards the implementation of cost-effective evidence based early intervention in ASD. Early intervention in ASD requires specialist training, which subsequently needs to be developed or included into current training curricula.

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Study protocol of the multi-centre, randomized controlled trial of the Frankfurt Early Intervention Program A-FFIP versus early intervention as usual for toddlers and preschool children with Autism Spectrum Disorder (A-FFIP study)

10.21203/rs.2.10294/v2 ◽

2019 ◽

Author(s):

Janina Kitzerow ◽

Christine M. Freitag ◽

Matthes Hackbusch ◽

Katrin Jensen ◽

Meinhard Kieser ◽

...

Keyword(s):

Early Intervention ◽

Social Communication ◽

Intervention Program ◽

Children With Autism ◽

Autism Spectrum ◽

Early Intervention Program ◽

Low Intensity ◽

Randomized Controlled ◽

One Year ◽

Specific Symptoms

Abstract Background: Naturalistic developmental behavioural interventions (NDBI) have been shown to improve autism-specific symptoms in young children with Autism Spectrum Disorder (ASD). NDBI approaches, such as the ASD-specific Frankfurt Early Intervention Program for ASD (A-FFIP), are based on ASD-specific developmental and learning aspects. A-FFIP is a low-intensity intervention which can easily be implemented in the local health care / social welfare system. The aim of the present study is to establish one-year efficacy of the manualised early intervention program A-FFIP in toddlers and preschool children with ASD. It is hypothesized that A-FFIP will result in improved ASD-specific symptoms compared to early intervention as usual (EIAU). Child and family specific secondary outcomes, as well as moderators and mediators of outcome will be explored. Methods/design: A prospective multi-centre, parallel-group, randomized, controlled, phase-III trial comparing A-FFIP versus EIAU. A total of 134 children (A-FFIP: 67, EIAU: 67) aged 24–66 months at baseline assessment meeting criteria for ASD (DSM-5) will be included. The primary outcome is the absolute change of the total score of the Brief Observation of Social Communication Change (BOSCC-AT) between baseline (T2) and one-year follow-up (T6). The treatment effect will be tested adjusted for relevant covariates applying a mixed model for repeated measures. Secondary outcomes are BOSCC social communication and repetitive behaviour scores, single ASD symptoms, language, cognition, psychopathology, parental well-being and family quality of life. Predictors, moderators and mediating mechanisms will be explored. Discussion: If efficacy of the manualised A-FFIP early intervention is established, the current study has the potential to change clinical practice strongly towards the implementation of low-intensity, evidence based, natural early intervention in ASD. Early intervention in ASD requires specialist training, which subsequently needs to be developed or included into current training curricula.

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Efficacy of Communication DEALL—An Indigenous Early Intervention Program for Children with Autism Spectrum Disorders

The Indian Journal of Pediatrics ◽

10.1007/s12098-010-0144-8 ◽

2010 ◽

Vol 77 (9) ◽

pp. 957-962 ◽

Cited By ~ 18

Author(s):

Prathibha Karanth ◽

Sufia Shaista ◽

Nirupama Srikanth

Keyword(s):

Autism Spectrum Disorders ◽

Early Intervention ◽

Intervention Program ◽

Children With Autism ◽

Autism Spectrum ◽

Early Intervention Program ◽

Spectrum Disorders

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Study protocol of the multi-centre, randomised controlled trial of the Frankfurt Early Intervention Programme A-FFIP versus early intervention as usual for toddlers and preschool children with Autism Spectrum Disorder (A-FFIP study)

Trials ◽

10.1186/s13063-019-3881-7 ◽

2020 ◽

Vol 21 (1) ◽

Author(s):

Janina Kitzerow ◽

Matthes Hackbusch ◽

Katrin Jensen ◽

Meinhard Kieser ◽

Michele Noterdaeme ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Preschool Children ◽

Early Intervention ◽

Randomised Controlled Trial ◽

Study Protocol ◽

Controlled Trial ◽

Children With Autism ◽

Autism Spectrum ◽

Intervention Programme ◽

Randomised Controlled

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

Autism Research and Treatment ◽

10.1155/2014/964704 ◽

2014 ◽

Vol 2014 ◽

pp. 1-9 ◽

Cited By ~ 13

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.

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