Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings

被引：0
|
作者：
Sigmund Eldevik
Richard P. Hastings
Erik Jahr
J. Carl Hughes
机构：
[1] Akershus University College,
[2] Bangor University,undefined
[3] Akershus University Hospital,undefined
[4] Senter for Tidlig Intervensjon (STI),undefined
来源：
Journal of Autism and Developmental Disorders | 2012年 / 42卷
关键词：
Early intensive behavioral intervention; Autism; Mainstream setting; Pre-school; Effectiveness;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
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 pre-school delivery model are discussed.
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页码：210 / 220
页数：10
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