Outcomes of behavioral intervention for children with autism in mainstream pre-school settings

Article English OPEN
Eldevik, Sigmund ; Hastings, Richard P. ; Jahr, Erik ; Hughes, J. Carl (2011)
  • Publisher: Springer
  • Journal: volume 42, issue 2, pages 210-220 (issn: 0162-3257, eissn: 1573-3432)
  • Related identifiers: doi: 10.1007/s10803-011-1234-9, doi: 10.1007/s10803-011-1234-9, pmc: PMC3265738
  • Subject: Effectiveness | Mainstream setting | Developmental and Educational Psychology | Atferdsterapi | Original Paper | VDP::Social science: 200::Psychology: 260 | RJ101 | Autism | :Social science: 200::Psychology: 260 [VDP] | Pre-school | Autisme | Barn | Early intensive behavioral intervention | LC | Tidligintervensjon

We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream preschool delivery model are discussed This article is published with open access at Springerlink.com
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