Effects of Low-Intensity Behavioral Treatment for Children with Autism and Mental Retardation

University of Rochester, Rochester, New York, United States
Journal of Autism and Developmental Disorders (Impact Factor: 3.34). 03/2006; 36(2):211-24. DOI: 10.1007/s10803-005-0058-x
Source: PubMed


We retrospectively compared 2 groups of children receiving either behavioral treatment (n = 13) or eclectic treatment (n = 15) for an average of 12 hours per week. Children were assessed on intelligence, language, adaptive functioning and maladaptive behavior at pretreatment and 2 years into treatment. The groups did not differ significantly at pretreatment. After 2 years of treatment, the behavioral group made larger gains than the eclectic group in most areas. However, gains were more modest than those reported in previous studies with children receiving more intensive behavioral treatment, and it is questionable whether they were clinically significant.

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Available from: Sigmund Eldevik, Jan 21, 2014
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    • "Most of the studies were case–control or quasi-experimental comparison studies. The studies varied in their sample size and age range of the participants [Cohen et al. 2006 (n = 42; age range 18–42 months); Eldevik et al. 2012 (n = 43; age range 24–72 months); Eldevik et al. 2006 (n = 28; age range 21–69 months); Grindle et al. 2012 (n = 29; age range 36–84 months); Howard et al. 2005 (n = 45; mean age = 31 months); Zachor and Ben-Itzchak (2010) (n = 78; age range 15–35 months)], and compared EIBI to eclectic or special education treatment. These studies reported EIBI was superior to other approaches. "
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    ABSTRACT: Variability in clinical expression and in intervention outcome has been described in autism spectrum disorder (ASD). The study examined progress after 1 and 2 years of intervention and compared the impact of baseline cognitive ability on outcome trajectories in 46 children (m = 25.5 months) with ASD. The entire group showed a gradual decrease in autism severity and increase in verbal cognitive scores. Only the low cognitive scores (DQ <70) group significantly improved in fine motor and receptive language scores. Significant gains in adaptive skills were found only for the high cognitive scores (DQ ≥70) group after 2 years of intervention. The entire group progressed with intervention, but only children with higher cognitive levels at baseline transferred their acquired socio-communication skills into daily functioning.
    Full-text · Article · Aug 2014 · Journal of Autism and Developmental Disorders
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    • "For example, analyzing data from 309 individual children drawn from 16 group design studies, Eldevik et al. (2010) found treatment intensity to be the most influential moderator of individual treatment outcome. In a study reporting on the results of low-intensity ABA for children with autism (Eldevik et al. 2006), results were found to be lower than those reported for high-intensity EIBI but still significantly better than those found in a control group. "

    Full-text · Chapter · Jan 2014
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    • "Eikeseth et al., 2002), described interventions with intensity lower than 20 h per week (e.g. Eldevik et al., 2006), and shorter intervention durations than 2 years (e.g. Howard et al., 2005). "
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    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.
    Full-text · Article · Nov 2013 · Autism
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