Narrowing the Gap: Effects of Intervention on Developmental Trajectories in Autism

Autor/inn/en	Klintwall, Lars; Eldevik, Sigmund; Eikeseth, Svein
Titel	Narrowing the Gap: Effects of Intervention on Developmental Trajectories in Autism
Quelle	In: Autism: The International Journal of Research and Practice, 19 (2015) 1, S.53-63 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361313510067
Schlagwörter	Autism; Early Intervention; Behavior Modification; Program Effectiveness; Child Development; Control Groups; Experimental Groups; Comparative Analysis; Intelligence; Adjustment (to Environment); Cognitive Processes; Intelligence Quotient; Age Differences; Cognitive Ability; Pervasive Developmental Disorders; Databases; Young Children; Meta Analysis; Skill Development + Suchen Sie Ihr Suchwort? Autismus; Behaviour modification; Verhaltensänderung; Kindesentwicklung; Intelligenz; Klugheit; Cognitive process; Kognitiver Prozess; Intelligenzquotient; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Datenbank; Frühe Kindheit; Meta-analysis; Metaanalyse; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Although still a matter of some debate, there is a growing body of research supporting Early and Intensive Behavioral Intervention as the intervention of choice for children with autism. Learning rate is an alternative to change in standard scores as an outcome measure in studies of early intervention. Learning rates can be displayed graphically as developmental trajectories, which are easy to understand and avoid some of the counter-intuitive properties of changes in standard scores. The data used in this analysis were from 453 children with autism, previously described by Eldevik et al. Children receiving Early and Intensive Behavioral Intervention exhibited significantly steeper developmental trajectories than children in the control group, in both intelligence and adaptive behaviors. However, there was a considerable variability in individual learning rates within the group receiving Early and Intensive Behavioral Intervention. This variability could partly be explained by the intensity of the treatment, partly by children's intake intelligence quotient age-equivalents. Age at intake did not co-vary with learning rate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10