Predictors of outcome for children receiving intensive behavioral intervention in a large, community-based program

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

doi:10.1016/j.rasd.2010.07.003

Cited by 123 publications

(101 citation statements)

References 25 publications

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“…Language, social-communication, adaptive behavior, IQ, object exploration, age, and autism severity have emerged as potential moderators of outcomes for preschool children with ASD in some studies of various treatment programs (e.g. Kasari et al, 2008; Gordon et al, 2011; Harris and Handelman, 2000; and Perry et al, 2011; Remington et al, 2007; and Yoder and Stone, 2006a, 2006b), however their interaction with preschool settings in predicting outcomes has not been examined.…”

Section: Introductionmentioning

confidence: 99%

Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements

Nahmias

Kase

Mandell

2012

Autism

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Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders (ASD). Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention (EI) placement in three settings (autism-only, mixed disabilities or inclusive) and cognitive outcomes upon entry into elementary school in an urban school district for 98 preschool-aged children with ASD. Initial child and demographic characteristics were similar among the three placements. Controlling for initial cognitive scores and other covariates, cognitive outcomes for children in inclusive placements were better than those of children in mixed disabilities settings. A consistent pattern emerged that suggested the particular importance of inclusive placements for children with initially greater social impairments, greater adaptive behavior impairments, and for those with at least a baseline level of language skills. Opportunities to interact with typically developing peers may be particularly beneficial for certain subgroups of young children with ASD. The results provide preliminary insight into important child characteristics to consider when parents and providers make preschool EI placement decisions.

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Section: Introductionmentioning

confidence: 99%

Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements

Nahmias

Kase

Mandell

2012

Autism

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“…65 A recent RCT supported the efficacy of ABA-based intervention in toddlers by showing improvements in IQ, adaptive skills and diagnostic classification. 37 Models vary, notably by how ABA principles are implemented, but everyday contexts (e.g., free play v. "tabletop") and activities based on the child's interests (v. therapist's agenda) have advantages, including greater generalization of learning.…”

Section: Behavioural Interventionsmentioning

confidence: 99%

Autism spectrum disorder: advances in evidence-based practice

Anagnostou

Zwaigenbaum

Szatmári

et al. 2014

CMAJ

179

139

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“…Excitotoxicity and oxidative stress may in turn be underlying pathophysiological mechanisms that modulate the interaction between genetic, environmental as well as other risk factors [11] . The developmental cascade model suggests the importance of early intervention for ASD, in an attempt to maximise the brain plasticity, and is supported in part by studies showing better outcomes with earlier treatment, particularly using Early Intensive Behavioural Intervention (EIBI) [12][13][14][15].…”

Section: Developmental Cascade Model and Treatment Response Variabilitymentioning

confidence: 99%

“…Evidence from the available literature suggests that, in addition to age and severity of symptoms, individual child characteristics such as the level of intellectual functioning, communication and language level, adaptive functioning, as well as play skills including interest in functional use of objects, imitation skills, joint attention and engagement -are all potentially important in predicting treatment outcomes [12][13][14][15]18,. It is to be noted that there are also other studies that have failed to find associations between the above factors and response to treatment, suggesting a lack of generalizability of these findings, as well as the role of other factors including the dose effects, duration, quality, intensity and frequency of intervention [22].…”

Section: Predictors Of Treatment Responsementioning

confidence: 99%

There are Gains, But can we Tell for Whom and Why? Predictors of Treatment Response Following Group Early Start Denver Model Intervention in Preschool - Aged Children with Autism Spectrum Disorder

Eapen¹,

Črnčec²

2016

Autism Open Access

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There is significant variability in treatment outcomes across different interventions for Autism Spectrum Disorder (ASD) and between individuals receiving the same intervention. This is likely related to the considerable phenotypic variability in ASD, which is posited to arise from a developmental cascade whereby a primary deficit in attention to social stimuli leads ultimately to widespread and diverse behavioural and functional difficulties.Purpose: To provide data on predictors of treatment outcome in a cohort of preschool -aged children with ASD receiving a group Early Start Denver Model (ESDM) intervention.Methodology: Forty-nine children (mean age 52 months) with ASD receiving group ESDM over 10 months were assessed pre -and post-intervention for ASD symptoms, developmental level, and adaptive functioning; together with measures of parental stress and coping.Results: Lower initial ASD symptomatology, particularly higher social affect and play skills, and younger age at entry to intervention predicted better outcomes. Conclusion:Reflective of hypotheses from the developmental cascade theory, younger age at entry predicted treatment gains, supporting efforts to include children in comprehensive treatment promptly. Moreover, greater initial social impairments led to relatively poorer outcomes, potentially suggesting that children with greater social affect difficulties may require a higher dose, or modified intervention, to that used in this study.

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Predictors of outcome for children receiving intensive behavioral intervention in a large, community-based program

Cited by 123 publications

References 25 publications

Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements

Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements

Autism spectrum disorder: advances in evidence-based practice

There are Gains, But can we Tell for Whom and Why? Predictors of Treatment Response Following Group Early Start Denver Model Intervention in Preschool - Aged Children with Autism Spectrum Disorder

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