Early Intervention Critical to Autism Treatment
Department of Pediatrics, Ohio State University, Columbus Children's Hospital, Ohio, USA. Pediatric Annals
(Impact Factor: 0.61).
11/2003; 32(10):677-84. DOI: 10.3928/0090-4481-20031001-09
It is still not universally accepted within the scientific community that the habilitation of autistic children is possible, or that their ability to function without supports in regular education by third, fourth, or fifth grade happens as a direct result of EIBI. However, using the outcome studies that have been reported, the rate of children reaching a best-outcome status appears to be between about 10% and 47%. There is a more global way to look at the effects of EIBI or behavioral intervention. Even if the child retains many characteristics of autism, the usual outcome of treatment is that the child learns useful skills. Behavioral intervention results in effective and efficient learning, which is precisely what it aims to accomplish and what behavioral techniques have been developed to do. Children and families have been able to achieve much more than many would ever have believed before EIBI became a realistic possibility.
Available from: Nick Hodge
- "One potential explanation for this is that understanding of the syndrome has developed, thereby enabling greater recognition and diagnosis (Medical Research Council 2001; Charman 2002; Fombonne 2003). Easier access to diagnosis, something parents have traditionally had to 'fight' service providers to obtain, is almost unanimously welcomed by autism focused literature, as is the development of systems of early intervention (see, for example, Robins, Fein, and Barton 2001; Charman and Baird 2002; Butter, Wynn, and Mulick 2003). It is argued within the literature that prompt diagnosis and intervention is essential for parents whose children are behaving in ways that are causing considerable stress and concern to them and who are seeking explanations and support (Wing 1996). "
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ABSTRACT: Disability research is conducted within a highly politicised ‘hotbed’ of competing paradigms and principles. New researchers, who want to work within the social model, are soon faced with complex and challenging methodological and philosophical dilemmas. The social model advocates research agendas that are focused on the emancipation and empowerment of disabled people but, in reality, these are rarely achieved. To be successful researchers need to engage with innovative and creative methodologies and to share their experiences of these within environments that welcome challenge and debate. This paper focuses on Lifeworld and assesses its value as a tool for emancipatory research. Using examples from a study with parents, whose children were in the process of being labelled as having autism, the paper illustrates how the principles that ‘underpin’ the methodology offered a supportive framework for a novice researcher.
Disability & Society 01/2008; 23(1-1):29-40. DOI:10.1080/09687590701725575 · 0.73 Impact Factor
Available from: Stefan Weinmann
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ABSTRACT: The evidence that early intensive behavioural intervention (IBI) is effective for young children with autism has persuaded parents worldwide to finance and advocate for IBI. Intensive behavioural intervention uses applied behavioural analysis to address the deficits of autism with an individualized and systematic approach. Communication, social, cognitive and adaptive gains are seen in the majority of children; a sizeable minority can catch up to near normal functioning, under ideal conditions. However there is not universal acceptance amongst professionals that IBI is the most proven intervention. What level of evidence is required for Australian states to provide adequate public funds for IBI?
Journal of Paediatrics and Child Health 09/2004; 40(9-10):559-61. DOI:10.1111/j.1440-1754.2004.00464.x · 1.15 Impact Factor
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