Intensive Behavioral Treatment for Children With Autism: Four-Year Outcome and Predictors
by Glen O. Sallows and Tamlynn D. Graupner, Wisconsin Early Autism Project (2005)
by Glen O. Sallows and Tamlynn D. Graupner, Wisconsin Early Autism Project (2005)
Abstract: Twenty-four children with autism were randomly assigned to a clinic-directed group, replicating the parameters of the early intensive behavioral treatment developed at UCLA, or to a parent-directed group that received intensive hours but less supervision by equally well-trained supervisors. Outcome after 4 years of treatment, including cognitive, language, adaptive, social, and academic measures, was similar for both groups. After combining groups, we found that 48% of all children showed rapid learning, achieved average post-treatment scores, and at age 7, were succeeding in regular education classrooms. Treatment outcome was best predicted by pretreatment imitation, language, and social responsiveness. These results are consistent with those reported by Lovaas and colleagues (Lovaas, 1987; McEachin, Smith, & Lovaas, 1993).
ABA vs. 'Eclectic': A comparison of intensive behavior analytic and eclectic treatments for young children with autism by Jane Howard, Coleen Sparkman, Howard Cohen, Gina Green, Harold Stanislaw (Research in Developmental Disabilities, 26, 359-383, 2005)
http://www.ctfeat.org/articles/ABAvEclectic.pdf
http://www.ctfeat.org/articles/ABAvEclectic.pdf
Abstract: We compared the effects of 3 treatment approaches on preschool-age children with autism spectrum disorders. Twenty-nine children received intensive behavior analytic intervention (IBT; 1:1 adult:child ratio, 25-40 hours per week). A comparison group (n =16) received intensive “eclectic” intervention (a combination of methods, 1:1 or 1:2 ratio, 30 hours per week) in public special education classrooms (designated the AP group). A second comparison group (GP) comprised 16 children in nonintensive public early intervention programs (a combination of methods, small groups, 15 hours per week). Independent examiners administered standardized tests of cognitive, language, and adaptive skills to children in all 3 groups at intake and about 14 months after treatment began. The groups were similar on key variables at intake. At followup, the IBT group had higher mean standard scores in all skill domains than the AP and GP groups. The differences were statistically significant for all domains except motor skills. There were no statistically significant differences between the mean scores of the AP and GP groups. Learning rates at followup were also substantially higher for children in the IBT group than for either of the other two groups. These findings are consistent with other research showing that IBT is considerably more efficacious than “eclectic” intervention.
Eight Case Reports of Learning Recovery in Children With Pervasive Developmental Disorders After Early Intervention (Behavioral Interventions, Volume 21, Issue 4, Nov 2006, p 227-243)
Eric M. Butter, James A. Mulick, Bernard Metz (Published Online: 27 Oct 2006),http://www3.interscience.wiley.com/cgi-bin/abstract/113444270/ABSTRACT
Abstract: Early intensive behavioral intervention (EIBI) is often recommended for children with Pervasive Developmental Disorders (PDD). It is an empirically supported treatment designed to address the core symptoms of autism including language delays, social and play skills, and restricted and repetitive behaviors as well as other related deficits in cognition and adaptive behavior. Though there are a growing number of research studies supporting EIBI, many questions remain about the nature and stability of best outcomes. The current study provides case descriptions of eight children previously diagnosed with an autism spectrum disorder and mental retardation who, after EIBI treatment, no longer met behavioral criteria for mental retardation or a PDD. The average gain in IQ standard scores was 34.6 ( ± 13.2) points; and, the average gain in adaptive behavior standard scores was 43 ( ± 25.3) points. Nonverbal IQ standard scores (mean = 93 ± 12.6) and academic achievement standard scores (mean = 105.3 ± 18.7) ended within the average range. Language skills remained impaired for seven children. The cases support findings of other researchers that learning recovery in autism and PDD is possible and may be related to intensive behavioral treatment. Individual differences in response to EIBI treatment are discussed. Copyright © 2006 John Wiley & Sons, Ltd.
Eric M. Butter, James A. Mulick, Bernard Metz (Published Online: 27 Oct 2006),http://www3.interscience.wiley.com/cgi-bin/abstract/113444270/ABSTRACT
Abstract: Early intensive behavioral intervention (EIBI) is often recommended for children with Pervasive Developmental Disorders (PDD). It is an empirically supported treatment designed to address the core symptoms of autism including language delays, social and play skills, and restricted and repetitive behaviors as well as other related deficits in cognition and adaptive behavior. Though there are a growing number of research studies supporting EIBI, many questions remain about the nature and stability of best outcomes. The current study provides case descriptions of eight children previously diagnosed with an autism spectrum disorder and mental retardation who, after EIBI treatment, no longer met behavioral criteria for mental retardation or a PDD. The average gain in IQ standard scores was 34.6 ( ± 13.2) points; and, the average gain in adaptive behavior standard scores was 43 ( ± 25.3) points. Nonverbal IQ standard scores (mean = 93 ± 12.6) and academic achievement standard scores (mean = 105.3 ± 18.7) ended within the average range. Language skills remained impaired for seven children. The cases support findings of other researchers that learning recovery in autism and PDD is possible and may be related to intensive behavioral treatment. Individual differences in response to EIBI treatment are discussed. Copyright © 2006 John Wiley & Sons, Ltd.
Some peer reviewed behavior analytic journals:
Journal of Applied Behavior Analysis http://seab.envmed.rochester.edu/jaba/
The Behavior Analyst http://www.abainternational.org/TBA.asp
Recommended websites:
For more information on ABA in general
Association for Behavior Analysis International http://www.abainternational.org/
ABAI is main professional organization for behavior analysis. Find out about upcoming conferences, ABA chapters in other countries, special interest groups, and journal publications.
Cambridge Center for Behavioral Studies http://www.behavior.org/
Cambridge Center for Behavioral Studies features work from premiere researchers in ABA. One of the goals of the Center is to provide continuing education on a variety of fields that implement ABA. You can find resources for areas such as gambling, parenting, special education, aging, spinal cord/brain injury, safety, substance abuse, etc… There are also free tutorials and continuing education credits.
Resources for information on ABA treatments for autism and other delays
Association of Science and Autism Treatment http://www.asatonline.org/
The mission of Association of Science and Autism Treatment is to share accurate, scientifically sound information about autism and treatments for autism. Their website provides a list of different treatments for autism and the scientific research for each one.
Behavior Analyst Certification Board provides the credentialing for behavior analysts who work with consumers (e.g., families, schools, etc…). The left hand side of the website provides a BCBA registry list of all BCBAs worldwide. It is also possible to contact them directly from this site.
Mariposa School http://www.mariposaschool.org/
This Mariposa School is a private school in the US that teaches children on the ASD spectrum. There website has handouts on how to teach children specific skills such as making requests, labeling, social skills, and reducing problem behaviors.
Rethink Autism http://www.rethinkautism.com/default.aspx
Rethink Autism is a web-based autism treatment platform that provides training for parents and professionals working with children with ASD. There are some free tutorials and video demonstrations on the site, but others require a monthly fee.
Verbal Behavior Network http://www.vbntraining.com/
Verbal Behavior Network focuses on training teachers in public schools in the US how to work with children with autism and other developmental delays. Their website has a wealth of data sheets and forms that can be downloaded for a home or school-based program.
