Effects of Serial Multiple Exemplar Training on Bidirectional Naming in Children with Autism.

This study examined the effect of a serial multiple exemplar training (S-MET) procedure on bidirectional naming (BiN) in four preschool children diagnosed with autism spectrum disorder (ASD). A non-concurrent multiple baseline design was used to evaluate the effects of training listener and speaker behavior for one stimulus at a time until BiN occurred. When BiN occurred, probes were conducted to measure whether generalization occurred across settings and people.

Experimental assessment of seizure-like behaviors in a girl with Rett syndrome.

Contextual events are recognized to affect seizure-like behaviors, yet there is limited research on procedures assessing contextual control. This study aimed to examine the utilization of a brief experimental precursor functional analysis within a clinical team assessment. Furthermore, the study explored if telehealth supervision could guide a parent administered replication of the functional analysis.

Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder.

We evaluated whether intraverbal and reverse intraverbal behavior emerged following listener training in children with autism spectrum disorder (ASD). Six participants were each taught three sets of three "when?" questions in listener training. A multiple baseline design across behaviors (stimulus sets) was used to assess the effects of listener training.

Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis.

Early intensive applied behaviour analysis-based interventions are designed to support young autistic children's learning and development. Unfortunately, the available evidence about the effectiveness of these interventions remains unclear. Several reviews have focused on the published findings rather than contacting the authors to collect and analyse data about the individual participants in the original studies.

Brief Report: Modest but Clinically Meaningful Effects of Early Behavioral Intervention in Twins with Rett Syndrome-A Case Study.

A growing evidence base supports early intensive behavioral intervention (EIBI) for young children with autism spectrum disorder. We have found only one study exploring the outcome of EIBI for children with Rett syndrome, which reported little effect. It suggested that future studies should employ more fine-grained outcome measures.

Effects of Functional Discrimination Training on Initial Receptive Language in Individuals With Autism Spectrum Disorder.

The success of behavior-analytic procedures to teach language to individuals with autism spectrum disorder (ASD) has been well established in the literature. Nevertheless, some individuals may not learn any receptive or expressive language following extensive teaching efforts. We examined the effects of two reinforcement contingencies, functional and arbitrary, on increasing the level of auditory-visual conditional discriminations in children with ASD with a history of having difficulty learning discriminations.

Experimental Analysis of Behavior Readings Assigned by Accredited Master's Degree Programs in Behavior Analysis.

Although a foundation in the basic science of behavior represents a common goal of practitioners and educators of behavior analysis, the content covered in master's degree-level courses on the experimental analysis of behavior (EAB) can vary widely across university programs. The purpose of our study was to analyze the syllabi of master's degree programs accredited by the Association for Behavior Analysis International to develop a list of common readings and topics in EAB coursework that might be useful for curricular development. We identified the most frequently cited references, journals, and participant characteristics.

Moderate Effects of Low-Intensity Behavioral Intervention.

We compared clinical outcomes in a treatment group of 98 individuals who received between 8 and 15 weekly hours ( = 10.6; = 1.7) of applied behavior analysis (ABA) intervention with a comparison group of 73 individuals who received another provision, including some ABA, (between 1.

[Behavioral intervention for preschool children with autism – outcome of parent-based Intervention].

Objective: Early intensive behavioral intervention (EIBI) has proved to be an effective intervention for children with autism spectrum disorder (ASD). In this exploratory study, we evaluated the effects of a community-based service model with parents as active therapists.

Method: 13 children with ASD between 2 and 5 years of age at intake participated in the study.

Narrowing the gap: effects of intervention on developmental trajectories in autism.

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.

Effects of computer simulation training on in vivo discrete trial teaching.

Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program ("DTkid") to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training.

Outcomes of behavioral intervention for children with autism in mainstream pre-school settings.

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 = .

Kiddie-SADS reveals high rates of DSM-IV disorders in children and adolescents with autism spectrum disorders.

Prevalence of current comorbid DSM-IV disorders was assessed in a special school population of children and adolescents with ASD (N = 71, age 6.0-17.9 years), representing all cognitive levels and main ASD subgroups.

Using participant data to extend the evidence base for intensive behavioral intervention for children with autism.

We gathered individual participant data from 16 group design studies on behavioral intervention for children with autism. In these studies, 309 children received behavioral intervention, 39 received comparison interventions, and 105 were in a control group. More children who underwent behavioral intervention achieved reliable change in IQ (29.

Cognitive and adaptive behavior outcomes of behavioral intervention for young children with intellectual disability.

Data from Norway were analyzed to evaluate early behavioral intervention for children with intellectual disabilities. The intervention group (n = 11) received approximately 10 hours per week of behavioral intervention; the eclectic comparison group (n = 14) received treatment as usual. After 1 year, changes in intelligence and adaptive behavior scores were statistically significant in favor of the behavioral intervention group (effect sizes of 1.

Meta-analysis of Early Intensive Behavioral Intervention for children with autism.

A systematic literature search for studies reporting effects of Early Intensive Behavioral Intervention identified 34 studies, 9 of which were controlled designs having either a comparison or a control group. We completed a meta-analysis yielding a standardized mean difference effect size for two available outcome measures: change in full-scale intelligence and/or adaptive behavior composite. Effect sizes were computed using Hedges's g.

Frequency and latency of social interaction in an inclusive kindergarten setting: a comparison between typical children and children with autism.

This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism.

Outcome for children with autism who began intensive behavioral treatment between ages 4 and 7: a comparison controlled study.

This study extends findings on the effects of intensive applied behavior analytic treatment for children with autism who began treatment at a mean age of 5.5 years. The behavioral treatment group (n = 13, 8 boys) was compared to an eclectic treatment group (n = 12, 11 boys).

Effects of low-intensity behavioral treatment for children with autism and mental retardation.

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.

Intensive behavioral treatment at school for 4- to 7-year-old children with autism. A 1-year comparison controlled study.

This study was designed to evaluate 1 year of intensive treatment for 4- to 7-year-old children with autism. An independent clinician assigned children to either behavioral treatment (n = 13) or eclectic treatment (n = 12). Assignment was based on availability of personnel to supervise treatment and was not influenced by child characteristics or family preference.