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Eldevik, Sigmund; Hastings, Richard P.; Jahr, Erik; Hughes, J. Carl (2012)
Publisher: Springer Nature
Journal: Journal of Autism and Developmental Disorders
Languages: English
Types: Article
Subjects: Effectiveness, Mainstream setting, Developmental and Educational Psychology, Atferdsterapi, Original Paper, VDP::Social science: 200::Psychology: 260, RJ101, Autism, :Social science: 200::Psychology: 260 [VDP], Pre-school, Autisme, Barn, Early intensive behavioral intervention, LC, Tidligintervensjon
We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream preschool delivery model are discussed This article is published with open access at Springerlink.com
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