Low intensity behavioral treatment supplementing preschool services for young children with autism spectrum disorders and severe to mild intellectual disability

Peters-Scheffer, Nienke; Didden, Robert; Mulders, Monique; Korzilius, Hubert

doi:10.1016/j.ridd.2010.04.008

Cited by 93 publications

(61 citation statements)

References 33 publications

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“…Thus, there may be a variety of efficacious ways to implement this model. Of concern, however, the only study that examined changes in ASD symptoms and problem behavior (Peters-Scheffer et al, 2010) found that EIBI had little effect on functioning in these domains. In addition, all of the findings from recent studies must be viewed with caution because they were obtained in quasi-experimental rather than experimental studies.…”

Section: Comprehensive Treatmentsmentioning

confidence: 99%

“…As already mentioned, Rogers and Vismara (2008) classified the Lovaas model as a well-established treatment. Four subsequent quasiexperimental studies on this model met our criteria for inclusion in Table 4 (Eikeseth, Klintwall, Jahr, & Karlsson, 2012;Eikeseth, Smith, Jahr, & Eldevik, 2007;Eldevik, Hastings, Jahr, & Hughes, 2012;Peters-Scheffer, Didden, Mulders, & Korzilius, 2010). One study (Eikeseth et al, 2007) was a follow-up of a report reviewed by Rogers and Vismara (Eikeseth, Smith, Jahr, & Eldevik, 2002).…”

Section: Comprehensive Treatmentsmentioning

confidence: 99%

“…Some studies suggest that these classrooms are as effective as ABA classrooms (Boyd et al, 2014;Magiati et al, 2007Magiati et al, , 2011Zachor & Itschak, 2010), whereas other studies suggest they are less effective (Eikeseth et al, 2007Eldevik et al, 2012;Howard et al, 2005;Peters-Scheffer et al, 2010). (See ''Individual, Comprehensive ABA'' and ''Comprehensive ABA Classrooms'' for a description of these studies.)…”

Section: Comprehensive Aba þ Dsp Classroomsmentioning

confidence: 99%

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Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

292

170

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This evidence base update examines the level of empirical support for interventions for children with autism spectrum disorder (ASD) younger than 5 years old. It focuses on research published since a previous review in this journal (Rogers & Vismara, 2008). We identified psychological or behavioral interventions that had been manualized and evaluated in either (a) experimental or quasi-experimental group studies or (b) systematic reviews of single-subject studies. We extracted data from all studies that met these criteria and were published after the previous review. Interventions were categorized across two dimensions. First, primary theoretical principles included applied behavior analysis (ABA), developmental social-pragmatic (DSP), or both. Second, practice elements included scope (comprehensive or focused), modality (individual intervention with the child, parent training, or classrooms), and intervention targets (e.g., spoken language or alternative and augmentative communication). We classified two interventions as well-established (individual, comprehensive ABA and teacher-implemented, focused ABA þ DSP), 3 as probably efficacious (individual, focused ABA for augmentative and alternative communication; individual, focused ABA þ DSP; and focused DSP parent training), and 5 as possibly efficacious (individual, comprehensive ABA þ DSP; comprehensive ABA classrooms; focused ABA for spoken communication; focused ABA parent training; and teacher-implemented, focused DSP). The evidence base for ASD interventions has grown substantially since 2008. An increasing number of interventions have some empirical support; others are emerging as potentially efficacious. Priorities for future research include improving outcome measures, developing interventions for understudied ASD symptoms (e.g., repetitive behaviors), pinpointing mechanisms of action in interventions, and adapting interventions for implementation with fidelity by community providers.Autism spectrum disorder (ASD) is defined by difficulties with reciprocal social communication and stereotyped interests or behaviors (American Psychiatric Association [APA], 2013) that usually emerge in early childhood. About one third of children with ASD have delays in cognitive development and daily living skills (Autism and Developmental Disabilities Monitoring Network, 2014). Co-occurring behavior problems (tantrums, aggression, self-injury, impulsivity, anxiety, extreme food selectivity, insomnia) and medical conditions (e.g., seizure disorder, gastrointestinal disturbance) are also common. Although ASD almost always persists across the lifespan, early intervention can alleviate symptoms (Rogers & Vismara, 2008).ASD has a prenatal origin related to genetic risk and environmental events; however, the precise etiology has not been determined (Volkmar, Paul, Rogers, & Pelphrey, 2014). Although once considered rare, ASD is now estimated to occur in approximately 1 in 68 individuals (Autism and Developmental Disabilities Monitoring Network, 2014). It remains unknown whethe...

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Section: Comprehensive Treatmentsmentioning

confidence: 99%

Section: Comprehensive Treatmentsmentioning

confidence: 99%

Section: Comprehensive Aba þ Dsp Classroomsmentioning

confidence: 99%

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Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

292

170

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“…For instance, children with Angelman syndrome and severe to profound intellectual disability showed similar deficits in adaptive behavior. There was a strong positive correlation between adaptive behavior and intelligence quotient score [29]; however, adaptive impairments in children with ASD were reported to be more severe than what was expected in cognitive functioning deficits [30].…”

Section: Adaptive Behavior Assessmentmentioning

confidence: 86%

Psychological Assessment in Neurodevelopmental Disorders

2016

Hanyang Med Rev

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Neurodevelopmental disorders are characterized by impaired development that causes adjustment problems. The spectrum of developmental impairment varies and includes intellectual disabilities, communication and social interaction challenges, and attention and executive function deficits. The neurodevelopmental disorders include intellectual disability, communication disorder, autism spectrum disorder, attention-deficit/hyperactivity disorder, neurodevelopmental motor disorders, and specific learning disorder. The differential diagnosis of neurodevelopmental disorders is important, comprehensive psychological assessmentsare required for individuals who may have a neurodevelopmental disorder. This paper focuses on intellectual, neuropsychological, adaptive behavior, and autism diagnostic assessments and psychiatric comorbidities. These assessments accurately screen for neurodevelopmental disorders and aid in differential diagnosis. The goals of psychological assessment include facilitating therapeutic planning, and suggesting prognosis. Further research is required to clarify each aspect of neurodevelopmental disorders and optimize psychological assessment tools accordingly.

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“…Algunos se centran en la eficacia de programas concretos (Dawson et al, 2010;Lydon, Healy y Leader, 2011;Peters-Scheffer, Didden, Mulders y Korzilius, 2010;Roberts et al, 2011;Smith et al, 2010) y otros son revisiones sistemáticas (Magiati, Moss, Charman y Howlin, 2011;Makrygianni y Reed, 2010;Odom et al, 2010;Peters-Scheffer, Didden, Korzilius y Sturmey, 2011;Virués-Ortega, 2010;Warren et al, 2011a). Las conclusiones que se pueden obtener a partir de la revisión de la literatura actual apoyan la idea, ya aportada por estudios realizados hace más de una década, de que los programas que se basan en el análisis conductual aplicado, y especialmente los que son más intensivos, obtienen algunos resultados positivos en las áreas de habilidades cognitivas, comunicación y conducta adaptativa.…”

Section: Los Programas Integrales De Atención Tempranaunclassified