[article] 
inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220

Titre :	Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur
Année de publication :	2012
Article en page(s) :	p.210-220
Langues :	Anglais (eng)
Mots-clés :	Early intensive behavioral intervention  Autism  Mainstream setting  Pre-school  Effectiveness
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-011-1234-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

[article] Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur . - 2012 . - p.210-220.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220

Mots-clés :	Early intensive behavioral intervention  Autism  Mainstream setting  Pre-school  Effectiveness
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-011-1234-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151