A Comparison of Intensive Behavior Analytic and Eclectic Treatments for Young Children with Autism

Autor/inn/en	Howard, Jane S.; Sparkman, Coleen R.; Cohen, Howard G.; Green, Gina; Stanislaw, Harold
Titel	A Comparison of Intensive Behavior Analytic and Eclectic Treatments for Young Children with Autism
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 26 (2005) 4, S.359-383 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2004.09.005
Schlagwörter	Pervasive Developmental Disorders; Preschool Children; Comparative Analysis; Early Intervention; Outcomes of Treatment; Special Education; Standardized Tests; Thinking Skills; Language Skills; Adjustment (to Environment); Scores; Program Effectiveness; Functional Behavioral Assessment + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Standadised tests; Standardisierter Test; Denkfähigkeit; Language skill; Sprachkompetenz
Abstract	We compared the effects of three treatment approaches on preschool-age children with autism spectrum disorders. Twenty-nine children received intensive behavior analytic intervention (IBT; 1:1 adult:child ratio, 25-40 h per week). A comparison group (n=16) received intensive ''eclectic'' intervention (a combination of methods, 1:1 or 1:2 ratio, 30 h per week) in public special education classrooms (designated the AP group). A second comparison group (GP) comprised 16 children in non-intensive public early intervention programs (a combination of methods, small groups, 15 h per week). Independent examiners administered standardized tests of cognitive, language, and adaptive skills to children in all three groups at intake and about 14 months after treatment began. The groups were similar on key variables at intake. At follow-up, the IBT group had higher mean standard scores in all skill domains than the AP and GP groups. The differences were statistically significant for all domains except motor skills. There were no statistically significant differences between the mean scores of the AP and GP groups. Learning rates at follow-up were also substantially higher for children in the IBT group than for either of the other two groups. These findings are consistent with other research showing that IBT is considerably more efficacious than ''eclectic'' intervention. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10