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Early Intensive Behavioral Intervention Program for Children With Autism in Syria / Wissam MOUNZER in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)
[article]
Titre : Early Intensive Behavioral Intervention Program for Children With Autism in Syria Type de document : Texte imprimé et/ou numérique Auteurs : Wissam MOUNZER, Auteur ; Donald M. STENHOFF, Auteur Article en page(s) : p.169-178 Langues : Anglais (eng) Mots-clés : autism spectrum disorders ASD effect early intensive behavioral intervention Syria FC-EIBI Index. décimale : PER Périodiques Résumé : In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children’s skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1 “6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the 2-year program: at their first visit and at the end of the program. Assessments included the Autism Behavior Checklist, Childhood Autism Rating Scale, and Adaptive Behavioral Scale “Arabic version. Results showed that the changes in participants’ scores from pre- to post-test were statistically significant, and the treatment group showed significantly larger gains on all scales. No significant differences were found by sex and age between the pre- and post-test on all scales, while there were significant differences regarding diagnoses. The limitations of this study and suggestions for future research are described. En ligne : http://dx.doi.org/10.1177/10883576211073686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.169-178[article] Early Intensive Behavioral Intervention Program for Children With Autism in Syria [Texte imprimé et/ou numérique] / Wissam MOUNZER, Auteur ; Donald M. STENHOFF, Auteur . - p.169-178.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.169-178
Mots-clés : autism spectrum disorders ASD effect early intensive behavioral intervention Syria FC-EIBI Index. décimale : PER Périodiques Résumé : In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children’s skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1 “6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the 2-year program: at their first visit and at the end of the program. Assessments included the Autism Behavior Checklist, Childhood Autism Rating Scale, and Adaptive Behavioral Scale “Arabic version. Results showed that the changes in participants’ scores from pre- to post-test were statistically significant, and the treatment group showed significantly larger gains on all scales. No significant differences were found by sex and age between the pre- and post-test on all scales, while there were significant differences regarding diagnoses. The limitations of this study and suggestions for future research are described. En ligne : http://dx.doi.org/10.1177/10883576211073686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Delay to Early Intensive Behavioral Intervention and Educational Outcomes for a Medicaid-Enrolled Cohort of Children with Autism / Adele F. DIMIAN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Delay to Early Intensive Behavioral Intervention and Educational Outcomes for a Medicaid-Enrolled Cohort of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Adele F. DIMIAN, Auteur ; Frank J. SYMONS, Auteur ; Jason J. WOLFF, Auteur Article en page(s) : p.1054-1066 Langues : Anglais (eng) Mots-clés : Autism Early intensive behavioral intervention Waitlists Index. décimale : PER Périodiques Résumé : Increased prevalence of autism spectrum disorder (ASD) has underscored the need for early intervention services. Early Intensive Behavioral Intervention (EIBI) is among the most common evidence-based approaches, however, stakeholders report significant waitlists. The effects of these delays to intervention are unknown. The purpose of this study was to evaluate the effects of delay to EIBI for preschool aged children with ASD on later educational outcomes. Medicaid records from Minnesota (2008-2010) were used to evaluate a cohort diagnosed with ASD and their later educational outcomes from 2010 to 2014 (n?=?667) using generalized estimating equations. Approximately 70% of children experienced a delay to EIBI and children that experienced less delay and started EIBI at a younger age had better educational outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04586-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1054-1066[article] Delay to Early Intensive Behavioral Intervention and Educational Outcomes for a Medicaid-Enrolled Cohort of Children with Autism [Texte imprimé et/ou numérique] / Adele F. DIMIAN, Auteur ; Frank J. SYMONS, Auteur ; Jason J. WOLFF, Auteur . - p.1054-1066.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1054-1066
Mots-clés : Autism Early intensive behavioral intervention Waitlists Index. décimale : PER Périodiques Résumé : Increased prevalence of autism spectrum disorder (ASD) has underscored the need for early intervention services. Early Intensive Behavioral Intervention (EIBI) is among the most common evidence-based approaches, however, stakeholders report significant waitlists. The effects of these delays to intervention are unknown. The purpose of this study was to evaluate the effects of delay to EIBI for preschool aged children with ASD on later educational outcomes. Medicaid records from Minnesota (2008-2010) were used to evaluate a cohort diagnosed with ASD and their later educational outcomes from 2010 to 2014 (n?=?667) using generalized estimating equations. Approximately 70% of children experienced a delay to EIBI and children that experienced less delay and started EIBI at a younger age had better educational outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04586-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Overview of Meta-Analyses on Early Intensive Behavioral Intervention for Young Children with Autism Spectrum Disorders / Brian REICHOW in Journal of Autism and Developmental Disorders, 42-4 (April 2012)
[article]
Titre : Overview of Meta-Analyses on Early Intensive Behavioral Intervention for Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Brian REICHOW, Auteur Année de publication : 2012 Article en page(s) : p.512-520 Langues : Anglais (eng) Mots-clés : Early intensive behavioral intervention EIBI Early intervention Autism spectrum disorders – Meta-analysis Index. décimale : PER Périodiques Résumé : This paper presents an overview of 5 meta-analyses of early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASDs) published in 2009 and 2010. There were many differences between meta-analyses, leading to different estimates of effect and overall conclusions. The weighted mean effect sizes across meta-analyses for IQ and adaptive behavior ranged from g = .38–1.19 and g = .30–1.09, respectively. Four of five meta-analyses concluded EIBI was an effective intervention strategy for many children with ASDs. A discussion highlighting potential confounds and limitations of the meta-analyses leading to these discrepancies and conclusions about the efficacy of EIBI as an intervention for young children with ASDs are provided. En ligne : http://dx.doi.org/10.1007/s10803-011-1218-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153
in Journal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.512-520[article] Overview of Meta-Analyses on Early Intensive Behavioral Intervention for Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Brian REICHOW, Auteur . - 2012 . - p.512-520.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.512-520
Mots-clés : Early intensive behavioral intervention EIBI Early intervention Autism spectrum disorders – Meta-analysis Index. décimale : PER Périodiques Résumé : This paper presents an overview of 5 meta-analyses of early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASDs) published in 2009 and 2010. There were many differences between meta-analyses, leading to different estimates of effect and overall conclusions. The weighted mean effect sizes across meta-analyses for IQ and adaptive behavior ranged from g = .38–1.19 and g = .30–1.09, respectively. Four of five meta-analyses concluded EIBI was an effective intervention strategy for many children with ASDs. A discussion highlighting potential confounds and limitations of the meta-analyses leading to these discrepancies and conclusions about the efficacy of EIBI as an intervention for young children with ASDs are provided. En ligne : http://dx.doi.org/10.1007/s10803-011-1218-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders / Evelyn R. GOULD in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Evelyn R. GOULD, Auteur ; Dennis R. DIXON, Auteur ; Adel NAJDOWSKI, Auteur ; Marlena N. SMITH, Auteur ; Jonathan TARBOX, Auteur Année de publication : 2011 Article en page(s) : p.990-1002 Langues : Anglais (eng) Mots-clés : Autism Assessment Curriculum Early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : A large proportion of national education and treatment centers for persons with autism spectrum disorders (ASD), including those providing applied behavior analysis (ABA)-based services, show a relatively high percentage of agreement among practitioners on the instruments they routinely use for a variety of purposes, including curriculum design and treatment evaluation. In this paper, several assessments are reviewed and evaluated in terms of their utility for designing comprehensive early intensive behavioral intervention (EIBI) curriculum programs for children with ASD. The assessments found to be most useful for this purpose are reported. A general critique regarding the available pool of assessment tools is provided and the need for a comprehensive assessment directly linked to curricula is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.990-1002[article] A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders [Texte imprimé et/ou numérique] / Evelyn R. GOULD, Auteur ; Dennis R. DIXON, Auteur ; Adel NAJDOWSKI, Auteur ; Marlena N. SMITH, Auteur ; Jonathan TARBOX, Auteur . - 2011 . - p.990-1002.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.990-1002
Mots-clés : Autism Assessment Curriculum Early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : A large proportion of national education and treatment centers for persons with autism spectrum disorders (ASD), including those providing applied behavior analysis (ABA)-based services, show a relatively high percentage of agreement among practitioners on the instruments they routinely use for a variety of purposes, including curriculum design and treatment evaluation. In this paper, several assessments are reviewed and evaluated in terms of their utility for designing comprehensive early intensive behavioral intervention (EIBI) curriculum programs for children with ASD. The assessments found to be most useful for this purpose are reported. A general critique regarding the available pool of assessment tools is provided and the need for a comprehensive assessment directly linked to curricula is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders / Sofie KUPPENS in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sofie KUPPENS, Auteur ; Patrick ONGHENA, Auteur Année de publication : 2012 Article en page(s) : p.168-176 Langues : Anglais (eng) Mots-clés : Sufficiency Meta-analysis Group sequential boundaries Sequential meta-analysis Early intensive behavioral intervention Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Meta-analysis has become a popular tool to statistically integrate results across studies in order to formulate more general conclusions on treatment effectiveness. Unfortunately, traditional meta-analytic applications fail to answer the question whether enough cumulative knowledge is available to draw convincing statistical conclusions. Leaving questions regarding the sufficiency of cumulative knowledge unaddressed may lead to inefficient use of limited resources or to the dissemination of spurious treatment benefit. Sequential meta-analysis or SMA provides a statistical framework to determine the sufficiency of cumulative knowledge in a meta-analysis, but is relatively unknown in mental health or disability fields. In this article, we introduce SMA and demonstrate its application by resynthesizing research findings on the effectiveness of early intensive behavioral intervention (EIBI) for children with autism reported in five published meta-analyses. The results illustrate the additional information that can be gained by including a sequential approach in research synthesis. SMA may serve as a valuable tool to systematically build and interpret a cumulative knowledge base on treatment effectiveness in the field of developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.168-176[article] Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Sofie KUPPENS, Auteur ; Patrick ONGHENA, Auteur . - 2012 . - p.168-176.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.168-176
Mots-clés : Sufficiency Meta-analysis Group sequential boundaries Sequential meta-analysis Early intensive behavioral intervention Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Meta-analysis has become a popular tool to statistically integrate results across studies in order to formulate more general conclusions on treatment effectiveness. Unfortunately, traditional meta-analytic applications fail to answer the question whether enough cumulative knowledge is available to draw convincing statistical conclusions. Leaving questions regarding the sufficiency of cumulative knowledge unaddressed may lead to inefficient use of limited resources or to the dissemination of spurious treatment benefit. Sequential meta-analysis or SMA provides a statistical framework to determine the sufficiency of cumulative knowledge in a meta-analysis, but is relatively unknown in mental health or disability fields. In this article, we introduce SMA and demonstrate its application by resynthesizing research findings on the effectiveness of early intensive behavioral intervention (EIBI) for children with autism reported in five published meta-analyses. The results illustrate the additional information that can be gained by including a sequential approach in research synthesis. SMA may serve as a valuable tool to systematically build and interpret a cumulative knowledge base on treatment effectiveness in the field of developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD / Leonardo FAVA in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkTime-Lag Between Diagnosis of Autism Spectrum Disorder and Onset of Publicly-Funded Early Intensive Behavioral Intervention: Do Race-Ethnicity and Neighborhood Matter? / M. E. YINGLING in Journal of Autism and Developmental Disorders, 48-2 (February 2018)
PermalinkUnderutilization of Early Intensive Behavioral Intervention Among 3-Year-Old Children with Autism Spectrum Disorder / M. E. YINGLING in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
PermalinkEarly Intensive Behavioral Interventions: Selecting behaviors for treatment and assessing treatment effectiveness / Johnny L. MATSON in Research in Autism Spectrum Disorders, 8-2 (February 2014)
PermalinkBrief Report: Modest but Clinically Meaningful Effects of Early Behavioral Intervention in Twins with Rett Syndrome-A Case Study / K. B. TITLESTAD in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
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