The Most Commonly Reported Behavior Analytic Methods in Early Intensive Autism Treatments

Matson, Johnny L.; Jang, Joung Soon

doi:10.1007/s40489-013-0005-2

Cited by 5 publications

(3 citation statements)

References 63 publications

(66 reference statements)

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“…While these exclusion criteria are set to create homogeneous samples for research purposes, they reduce generalizability to those who are seen in clinical and community-based settings, providing little information about which programs should be recommended based on different pre-treatment characteristics in the wider ASD population. Children with medical conditions, seizures, and/or severe intellectual disability make up a significant proportion of the ASD population ( 65 , 66 ), and they are more likely to be referred to treatment programs compared to children with no identifiable comorbid features ( 67 , 68 ). Therefore, research on their responses to different programs is crucial to inform clinical practice, so that enrollment to an intervention service is most likely to offer benefits and cause no harm.…”

Section: Limitations With Current Approaches To Research On Predictormentioning

confidence: 99%

Predictors of Outcomes in Autism Early Intervention: Why Donâ€™t We Know More?

et al. 2014

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Response to early intervention programs in autism is variable. However, the factors associated with positive versus poor treatment outcomes remain unknown. Hence the issue of which intervention/s should be chosen for an individual child remains a common dilemma. We argue that lack of knowledge on “what works for whom and why” in autism reflects a number of issues in current approaches to outcomes research, and we provide recommendations to address these limitations. These include: a theory-driven selection of putative predictors; the inclusion of proximal measures that are directly relevant to the learning mechanisms demanded by the specific educational strategies; the consideration of family characteristics. Moreover, all data on associations between predictor and outcome variables should be reported in treatment studies.

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Section: Limitations With Current Approaches To Research On Predictormentioning

confidence: 99%

Predictors of Outcomes in Autism Early Intervention: Why Donâ€™t We Know More?

et al. 2014

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“…Perhaps more striking is that only 2 of the 19 could be classified as having excellent clinical impact. Interestingly, both these studies demonstrated a very high efficiency as well.Group Size A 1:1 child-to-provider ratio was implemented for at least some proportion of the intervention for nearly all studies, consistent with the recent review by Matson and Jang (2014). In one study, behavioral intervention was provided to children in large groups only and, notably, one study did not indicate group size.…”

mentioning

confidence: 53%

Efficacy of Behavioral Interventions for Young Children with Autism Spectrum Disorders: Public Policy, the Evidence Base, and Implementation Parameters

Romanczyk

Callahan²,

Turner

et al. 2014

Rev J Autism Dev Disord

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The complex and extensive deficits associated with Autism Spectrum Disorders, in concert with the substantial increase in prevalence over the last three decades, combine to present a challenge to individuals, families, communities, and government that has few parallels. This challenge is complicated by debate among service providers concerning appropriate treatment approaches and the evidence for efficacy. Within this backdrop, numerous healthcare reform initiatives have included coverage for Autism Spectrum Disorders, both enhancing and complicating the role of public education in the mix of provision of appropriate services. Basic principles of limited resources and expenditure accountability require that standards of care and evidence-based procedures be established and agreed upon. While this approach is common in health insurance policies and procedures, it is less so in public education. The purpose of this review is to provide impetus toward guidelines for comprehensive treatment services, as well as individual skill/behavior interventions, with respect to required service provider characteristics, setting, and "dosage" (number of hours per week for a designated time period). Quantitative analysis will permit progress in review panel deliberation for both insurance reimbursement and public services allocation by having appropriate comparisons with which to evaluate progress reported versus progress expected given the specific intervention program being provided.Keywords Autism spectrum disorder . ASD . Intervention . Evidence based . Efficacy . Dosage . Public policy . School . InsuranceThe increasing prevalence of Autism Spectrum Disorders (ASD) over the last few decades has presented both a complex problem with respect to the contributing factors for this increase and a significant and growing challenge for currently inadequate service delivery systems. Beginning in 1980 with the adoption of DSM-III (Diagnostic and Statistical Manual of the American Psychiatric Association) criteria for autism, with an estimated prevalence 4.5 per 10,000, to the present with estimates of 1 in 68 for children (Centers for Disease Control and Prevention [CDC] 2014), the magnitude of the increase has eluded definitive explanation. Public awareness and demand for information and services has also increased. As one index, the coverage of ASD in the popular press, in this example Time Magazine, has increased from three articles in the 1980s, to 11 in the 1990s, to 73 in the 2000s up to 2008. Such increased awareness has been paralleled by attention from professional groups to detect and treat ASD as early as possible. For example, the American Academy of Pediatrics recommends that children be screened for ASD twice by age three (Myers and Johnson 2007). 276-326 DOI 10.1007/s40489-014-0025-6 The goal of diagnosis and early identification, aside from needed basic research, is to permit the delivery of effective treatment and services. The timing of treatment and services can be a significant variable, but the mos...

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“…EIBI is considered the gold standard treatment for individuals with ASD and is supported by a well-established body of literature (Eldevik et al, 2012;LeBlanc & Gillis, 2012;Matson & Jang, 2014;Peters-Scheffer et al, 2011). When delivered properly, EIBI can produce favorable outcomes for many individuals with ASD, including increased adaptive and daily living skills, full integration into mainstream classrooms, less engagement in stereotyped behaviors, and decreased problem behavior (LeBlanc & Gillis, 2012).…”

Section: Introductionmentioning

confidence: 99%

Accuracy and acceptability of eHealth data collection for an early intensive behavioral intervention program

Pankewich

Martin

Walters

et al. 2021

Behavioral Interventions

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Early intensive behavioral intervention (EIBI) is a treatment designed to increase adaptive behavior and decrease maladaptive behaviors for children with autism spectrum disorder (ASD). EIBI service providers typically collect data using pen-and-paper. Participants were four service providers employed at a large community-based EIBI program. Differences in accuracy between collecting discrete-trial-teaching (DTT) data and challenging behavior data using pen-and-paper and an eHealth electronic data collection (EDC) application were assessed. The social validity of both methods of data collection was also examined. Pen-and-paper and EDC were equally accurate, but participants preferred using pen-and-paper. Our accuracy findings agreed with previous comparisons of EDC and pen-and-paper. Both methods of data collection are viable for an EIBI program; however, social validity considerations will determine the ease of EIBI programs transitioning to using an eHealth tool for data collection.

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The Most Commonly Reported Behavior Analytic Methods in Early Intensive Autism Treatments

Cited by 5 publications

References 63 publications

Predictors of Outcomes in Autism Early Intervention: Why Donâ€™t We Know More?

Predictors of Outcomes in Autism Early Intervention: Why Donâ€™t We Know More?

Efficacy of Behavioral Interventions for Young Children with Autism Spectrum Disorders: Public Policy, the Evidence Base, and Implementation Parameters

Accuracy and acceptability of eHealth data collection for an early intensive behavioral intervention program

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