Outcome for Children with Autism Receiving Early and Intensive Behavioral Intervention in Mainstream Preschool and Kindergarten Settings

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  • Author(s): Eikeseth, Svein; Klintwall, Lars; Jahr, Erik
  • Language:
    English
  • Source:
    Research in Autism Spectrum Disorders. Apr-Jun 2012 6(2):829-835.
  • Physical Description:
    PDF
  • Publication Date:
    2012
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: [email protected]; Web site: http://www.elsevier.com
    • Peer Reviewed:
      Y
    • Source:
      7
    • Education Level:
      Early Childhood Education
      Kindergarten
      Preschool Education
    • Subject Terms:
      Preschool Children; Kindergarten; Intervention; Autism; Early Intervention; Program Effectiveness; Adjustment (to Environment); Scores; Comparative Analysis; At Risk Students
    • Accession Number:
      10.1016/j.rasd.2011.09.002
    • ISSN:
      1750-9467
    • Abstract:
      The evidence for Early and Intensive Behavioral Intervention (EIBI) for children with autism is well founded in several efficacy studies. However, only a few studies have investigated the effectiveness of EIBI in community settings. This study examined whether children receiving one year of EIBI (N = 35) would make larger gains in adaptive behaviors than a group of children receiving treatment as usual (TAU; N = 24). At intake, the groups did not differ significantly on chronological age or level of adaptive behavior. After one year of treatment, children in the EIBI group scored significantly higher on all scales of adaptive behavior as compared to the children receiving TAU. Moreover, children in the EIBI group showed significant improvements in adaptive behaviors, maladaptive behaviors, and autism symptoms after one year of treatment, and this change continued into the second year of treatment, albeit to a lesser degree. Limitations of the study include lack of independent assessments of children receiving EIBI, and lack of random assignment of participants to treatment groups. (Contains 2 tables and 1 figure.)
    • Abstract:
      As Provided
    • Publication Date:
      2012
    • Accession Number:
      EJ966831