Effectiveness of Intensive Behavioral Intervention in a large, community-based program

Perry, Adrienne; Cummings, Anne L.; Geier, Jennifer Dunn; Freeman, Nancy L.; Hughes, Susan; LaRose, Louise; Managhan, Tom; Reitzel, Jo-Ann; Williams, Janis

doi:10.1016/j.rasd.2008.01.002

Cited by 122 publications

(86 citation statements)

References 27 publications

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“…The group reviewed additional reports, which have not been listed in Table 1, including single-subject studies, [39][40][41][42][43][44] other relevant studies, 16,[45][46][47][48][49][50] metaanalyses, 51,52 and reviews. [53][54][55][56] Compared with early intervention models evaluated for preschool-aged children (aged 3-5 years), programs for children aged ,3 years were more likely to use developmental approaches, more intensively involve parents, and target social communication. These studies varied in sample size and severity of diagnosis, dose (level of intensity/frequency of service delivery), duration, agent (parent, therapist, or a combination), and format of delivery (parent-managed/homebased and/or center-based in a clinic or school) of the intervention.…”

Section: Methodsmentioning

confidence: 99%

Early Intervention for Children With Autism Spectrum Disorder Under 3 Years of Age: Recommendations for Practice and Research

et al. 2015

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This article reviews current evidence for autism spectrum disorder (ASD) interventions for children aged ,3 years, based on peerreviewed articles published up to December 2013. Several groups have adapted treatments initially designed for older, preschool-aged children with ASD, integrating best practice in behavioral teaching methods into a developmental framework based on current scientific understanding of how infants and toddlers learn. The central role of parents has been emphasized, and interventions are designed to incorporate learning opportunities into everyday activities, capitalize on "teachable moments," and facilitate the generalization of skills beyond the familiar home setting. Our review identified several comprehensive and targeted treatment models with evidence of clear benefits. Although some trials were limited to 8-to 12-week outcome data, enhanced outcomes associated with some interventions were evaluated over periods as long as 2 years. Based on this review, recommendations are proposed for clinical practice and future research. Pediatrics 2015;136:S60-S81

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Section: Methodsmentioning

confidence: 99%

Early Intervention for Children With Autism Spectrum Disorder Under 3 Years of Age: Recommendations for Practice and Research

et al. 2015

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“…67 Translation of evidence-based intervention into community practice is being evaluated, including in Canada. 68 A key question is whether effective high-quality programs can be less costly and more sustainable; the findings from Nova Scotia are promising. 38 Studies of the effectiveness of treatment programs for older children, youth and adults with ASD are scarce.…”

Section: Behavioural Interventionsmentioning

confidence: 99%

Autism spectrum disorder: advances in evidence-based practice

Anagnostou

Zwaigenbaum

Szatmári

et al. 2014

CMAJ

180

139

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“…These comments were recorded to help refine the prototypes. Using established formulas [1] and visualization techniques [28], we identified the level of importance of features (Figure 2). …”

Section: Empirical Study Logisticsmentioning

confidence: 99%

“…For example , developmental disorders affect 1 in 6 children in the US [4]. Early detection of these disorders is important for many reasons such as earlier intervention and treatment, as well as benefits like improved social skills and cognitive functioning [6,24,28]. There are now many mobile apps to help individuals with autism and their caregivers with various daily activities, including reference and messaging systems for social interactions [3,16].…”

Section: Introductionmentioning

confidence: 99%

Low-Income Parents’ Values Involving the Use of Technology for Accessing Health Information

Muñoz

Arriaga

2015

Human-Computer Interaction – INTERACT 2015

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Abstract.Technology is increasingly available to end users of low socioeconomic status (SES), yet little is known about how these users' values affect the interfaces they prefer when seeking information related to their child's health. We investigate low-SES parents' preferences when it comes to technology to track and learn about their child's developmental milestones using both qualitative and quantitative analyses. We follow the methods outlined by Value Sensitive Design (VSD) and found that the three most relevant values for information seeking are Convenience, Learning/Bonding and Trust. We also discuss how these values drive their technology preferences in tracking their child's developmental milestones. We also present a series of design principles for information communication technology for low-SES user groups that were derived directly from our qualitative research with 51 participants. We note that although working in this unique problem space necessitated following an abridged VSD paradigm our results align with the core set of values suggested by VSD.

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Effectiveness of Intensive Behavioral Intervention in a large, community-based program

Cited by 122 publications

References 27 publications

Early Intervention for Children With Autism Spectrum Disorder Under 3 Years of Age: Recommendations for Practice and Research

Early Intervention for Children With Autism Spectrum Disorder Under 3 Years of Age: Recommendations for Practice and Research

Autism spectrum disorder: advances in evidence-based practice

Low-Income Parents’ Values Involving the Use of Technology for Accessing Health Information

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