Audit of outcomes following a community‐based early intensive behaviour intervention program for children with autism in Australia

Wood, Sarah; Christian, Mary P.; Sampson, Amanda

doi:10.1111/ajpy.12193

Cited by 4 publications

(4 citation statements)

References 23 publications

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“…Communication-focused interventions was used in twenty one studies [15,21,26,31,46,50,51,54,55,66,67,75,76,82,91,[93][94][95]104]. Thirty-two studies used integrative programs [18,20,24,25,28,30,33,[35][36][37]40,52,58,60,62,63,71,74,[77][78][79]81,86,89,92,96,98,[100][101][102][103]107]. Also, thirty studies used social skills development interventions [16,17,…”

Section: Resultsmentioning

confidence: 99%

“…Of the 32 studies that had used for integrative approach, 28 studies were signi cantly reached in all outcomes. Four studies only examined the impact of the intervention on communication and behavior skills of participants [62,92,102,107], four studies on emotional and social skills [71,79,96,101], eight studies on social and communication skills [35,30,33,35,36,81,86,100].…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of behavioral interventions for autism spectrum disorder: A systematic review

Bashirian

Afshari

Jenabi

et al. 2020

Preprint

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Background: Autism Spectrum Disorder (ASD) is identified by a group of neurodevelopmental disorders. Given the importance and demand for behavioral interventions in autism disorder as well as the need for new intervention programs, a detailed evaluation of the outcomes of interventions for the ongoing impact of behavioral interventions for autism spectrum disorder is essential. In view of the importance of, and demand for, novel behavioural interventions in autism disorder, a comprehensive evaluation of the outcomes of interventions for the ongoing impact of behavioral interventions for autism spectrum disorder is necessary.Method: A systematic search of the electronic databases including PubMed, Embase, Scopus, Sciencedirect, ISI Web of Science, and Biomedcentral were conducted to find evidences for the effectiveness of behavioral interventions for autism spectrum disorders. The search strategy was based on exploring studies published in different global languages from the earliest to 2019 databases. In addition to the databases mentioned above, relevant studies were searched using forward and backward citation tracing.Results:In the present review, 48 randomized controlled trials (RCTs),and 44 quasi-experimental articles matched the defined evaluation criteria. Eighty-three out of 93 studies were conducted in high-income countries, the results of which raised the challenges associated with acceptability of conducting those studies in low- and middle-income countries. The majority of those studies (93.5%) were classified as having either low or medium quality. From those studies, 32 studies used integrative programs, and 30 studies used social skills development interventions.The majority of the studies were based on integrative programs designed to foster social skills development interventions. The results of the study showed that social skills development interventions were effective in changing the desired outcomes. The results showed that,regardless of the study design and the type of intervention used, the possibility for success of interventions were greater in changing the participants' social skills.Conclusions :There were inconsistent evidence on the effectiveness of interventions in providing changes in targeted outcomes. There is a need for further investigation in behavioral interventions for autism spectrum disorders. Further research is needed to understand the effectiveness of other interventions and finding a quality interventions to achieve more significant results.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Effectiveness of behavioral interventions for autism spectrum disorder: A systematic review

Bashirian

Afshari

Jenabi

et al. 2020

Preprint

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“…Knowing the estimated percentage of children with a particular diagnosis or delay who make progress in a particular developmental domain can provide information that is particularly important to practitioners and families. In addition, given the documented persistence of developmental delays over time (Wood, Christian, & Sampson, 2018), the percentages reflecting children's reliable gains can be seen as reasonable estimates of the extent to which children's delays can be mitigated through the provision of community-based developmental services.…”

Section: Subgroup Differences In Reliable Progressmentioning

confidence: 99%

Developmental Outcomes of Children Served in a Part C Early Intervention Program

Elbaum

Celimli-Aksoy

2022

Infants &Amp; Young Children

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In the United States, early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve thousands of infants and toddlers with or at risk for developmental delays. Despite this, few studies have investigated the developmental progress and outcomes of children served, especially in relation to the heterogeneity of children's diagnoses and identified areas of delay. In this study, we classified children into 9 subgroups based on their medical diagnosis or, for children without a specific diagnosis, their identified areas of developmental delay. We then analyzed data from the developmental assessment administered to each child on program entry and exit. Multivariate analyses of children's pre-and postscores in 5 domains (cognitive, motor, adaptive, communication, and personal-social) confirmed the distinctiveness of each subgroup's developmental profile on entry into EI as well as significant differences across subgroups in children's pattern of developmental change while in services. Across subgroups, the percentage of children who were within age norms in all measured domains at the time they transitioned out of the program ranged from 10% to 49%. The results add to our understanding both of children's improvements while in EI and the variation in outcomes for meaningfully defined subgroups of children.

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“…Appropriate treatment is delayed by the lag between age of first concern and age of diagnosis. Earlier intervention raises the likelihood of improved developmental trajectory (Koegel et al, 2014; Wood et al, 2018), whereas later ASD diagnosis is associated with worse outcomes for the affected individual (Clark et al, 2017; Heeramun et al, 2017) and increased costs to the family and health systems (Horlin et al, 2014; Rogge & Janssen, 2019).…”

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confidence: 99%

Reliability and validity of the Autism Screen for Kids and Youth

Lavi¹,

Stokes

2023

Autism

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Few instruments screen for autism spectrum disorder (ASD) among kindergarteners and older children. The Autism Screen for Kids and Youth (ASKY) is a 30-item parental questionnaire for 4- to 18-year-old children and adolescents available in Arabic, English, and Hebrew. We examined the sensitivity, specificity, and temporal stability of the Hebrew ASKY’s categorizations (“probable ASD” versus “probable non-ASD”) of 167 autistic and non-autistic 4- to 18-year olds. Algorithm-based categorization following The Diagnostic and Statistical Manual of Mental Disorders: Fifth Edition ( DSM-5) rules demonstrated 91.8% sensitivity, 71.7% specificity, and excellent test–retest reliability (κ = 0.783, 95% confidence interval (CI) = 0.583–0.983, p < 0.001). Total score-based categorization using a cutoff of 9 demonstrated high receiver operating characteristics area under the curve (AUC = 0.874) and high sensitivity (93.4%), specificity (78.3%), internal consistency (Cronbach’s α = 0.954), and test–retest reliability (κscores = 0.674, κinstrument = 0.783). Discussing both categorization approaches, we show that the ASKY is a promising instrument for ASD screening of older children. Lay Abstract It is important that autistic children be diagnosed as early as possible so their needs can be met and their families can gain important insights into their behavior and interact with them appropriately. However, very few autism screening instruments are appropriate for children who have outgrown early childhood. The Autism Screen for Kids and Youth (ASKY) presents parents of children aged 4–18 years with 30 items that relate to autistic behaviors as defined by the current clinical diagnostic criteria for autism spectrum disorder ( DSM-5 ASD). We evaluated the Hebrew instrument’s performance on 167 autistic and non-autistic children and adolescents. We found that the ASKY algorithm correctly identified 92% of the autistic individuals as “probable ASD” and correctly identified 72% of the non-autistic individuals as “probable non-ASD,” with these classifications showing excellent stability over time. Using total questionnaire score instead of the algorithm improved the ASKY’s ability to correctly identify autistic individuals as “probable ASD” and non-autistic individuals as “probable non-ASD” to 93% and 78%, respectively. Overall, the ASKY is a promising instrument for ASD screening of older children.

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Audit of outcomes following a community‐based early intensive behaviour intervention program for children with autism in Australia

Cited by 4 publications

References 23 publications

Effectiveness of behavioral interventions for autism spectrum disorder: A systematic review

Effectiveness of behavioral interventions for autism spectrum disorder: A systematic review

Developmental Outcomes of Children Served in a Part C Early Intervention Program

Reliability and validity of the Autism Screen for Kids and Youth

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