Brief Report: Modest but Clinically Meaningful Effects of Early Behavioral Intervention in Twins with Rett Syndrome-A Case Study / Kristine Berg TITLESTAD in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5063-5072 Titre : Brief Report: Modest but Clinically Meaningful Effects of Early Behavioral Intervention in Twins with Rett Syndrome-A Case Study Type de document : texte imprimé Auteurs : Kristine Berg TITLESTAD, Auteur ; Sigmund ELDEVIK, Auteur Article en page(s) : p.5063-5072 Langues : Anglais (eng) Mots-clés : Case study  Clinical significance  Early intensive behavioral intervention  Rett syndrome Index. décimale : PER Périodiques Résumé : 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. We provided EIBI for twin 3-year-old girls with Rett syndrome for a period of 3 years. We analyzed raw scores and standard scores from a measure of adaptive behavior and a detailed assessment of skills across 25 areas. We detected moderate but clinically meaningful gains in areas such as communication and self-help. Gains are discussed from a quality of life perspective and whether the moderate effects can justify the resources required in EIBI. En ligne : http://dx.doi.org/10.1007/s10803-019-04185-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] Brief Report: Modest but Clinically Meaningful Effects of Early Behavioral Intervention in Twins with Rett Syndrome-A Case Study [texte imprimé] / Kristine Berg TITLESTAD, Auteur ; Sigmund ELDEVIK, Auteur . - p.5063-5072. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5063-5072 Mots-clés : Case study  Clinical significance  Early intensive behavioral intervention  Rett syndrome Index. décimale : PER Périodiques Résumé : 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. We provided EIBI for twin 3-year-old girls with Rett syndrome for a period of 3 years. We analyzed raw scores and standard scores from a measure of adaptive behavior and a detailed assessment of skills across 25 areas. We detected moderate but clinically meaningful gains in areas such as communication and self-help. Gains are discussed from a quality of life perspective and whether the moderate effects can justify the resources required in EIBI. En ligne : http://dx.doi.org/10.1007/s10803-019-04185-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

Clinically Significant Outcomes of Early Intensive Behavioral Intervention for Children With Autism Spectrum Disorders: An Individual Participant Data Meta-Analysis / Sigmund ELDEVIK in Autism Research, 19-1 (January 2026)  

Public ISBD [article]  inAutism Research > 19-1 (January 2026) . - p.e70169 Titre : Clinically Significant Outcomes of Early Intensive Behavioral Intervention for Children With Autism Spectrum Disorders: An Individual Participant Data Meta-Analysis Type de document : texte imprimé Auteurs : Sigmund ELDEVIK, Auteur ; Børge STRØMGREN, Auteur ; Svein EIKESETH, Auteur ; Anya FIELDS, Auteur ; C. Melanie GOETZ, Auteur ; Kristine Berg TITLESTAD, Auteur Article en page(s) : p.e70169 Langues : Anglais (eng) Mots-clés : early intensive behavioral intervention  EIBI  individual participant data  meta-analysis  outcome Index. décimale : PER Périodiques Résumé : ABSTRACT Early Intensive Behavioral Intervention (EIBI) is widely recommended for children with Autism Spectrum Disorder (ASD). However, the treatment intensity and effectiveness have been debated. We conducted a meta-analysis and examined individual participant data to evaluate the effectiveness and clinical significance of the outcomes on adaptive behavior, intellectual functioning, and autism severity. We included studies of children with ASD aged 2?6?years who received EIBI for at least 12?months. The final literature search was conducted on September 26, 2024. The GRADE tool was used to assess the risk of bias. Across the 17 identified studies, we obtained participant data from 15 studies: 341 children received EIBI and 280 were in comparison-groups. All studies had a serious risk of bias due to the lack of random assignment. Our meta-analysis yielded effect sizes of 0.66 for improvement in adaptive behavior, 0.87 for improvement in intellectual functioning and 1.36 for reductions in ASD severity. A significantly higher percentage of children in the EIBI-group met the criteria for statistically reliable change and scored in the non-clinical range post-intervention with a Number Needed to Treat between 4.1 and 6.9. We found that treatment intensity significantly contributed to changes across all outcome measures. Based on our analyses we propose benchmarks for evaluating interventions for children with ASD. Although EIBI demonstrates broad, substantial effects, some uncertainty remains due to the lack of random assignment in the reviewed studies. Nonetheless, EIBI should currently be considered as the preferred treatment for children with ASD. En ligne : https://doi.org/10.1002/aur.70169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Clinically Significant Outcomes of Early Intensive Behavioral Intervention for Children With Autism Spectrum Disorders: An Individual Participant Data Meta-Analysis [texte imprimé] / Sigmund ELDEVIK, Auteur ; Børge STRØMGREN, Auteur ; Svein EIKESETH, Auteur ; Anya FIELDS, Auteur ; C. Melanie GOETZ, Auteur ; Kristine Berg TITLESTAD, Auteur . - p.e70169. Langues : Anglais (eng) in Autism Research > 19-1 (January 2026) . - p.e70169 Mots-clés : early intensive behavioral intervention  EIBI  individual participant data  meta-analysis  outcome Index. décimale : PER Périodiques Résumé : ABSTRACT Early Intensive Behavioral Intervention (EIBI) is widely recommended for children with Autism Spectrum Disorder (ASD). However, the treatment intensity and effectiveness have been debated. We conducted a meta-analysis and examined individual participant data to evaluate the effectiveness and clinical significance of the outcomes on adaptive behavior, intellectual functioning, and autism severity. We included studies of children with ASD aged 2?6?years who received EIBI for at least 12?months. The final literature search was conducted on September 26, 2024. The GRADE tool was used to assess the risk of bias. Across the 17 identified studies, we obtained participant data from 15 studies: 341 children received EIBI and 280 were in comparison-groups. All studies had a serious risk of bias due to the lack of random assignment. Our meta-analysis yielded effect sizes of 0.66 for improvement in adaptive behavior, 0.87 for improvement in intellectual functioning and 1.36 for reductions in ASD severity. A significantly higher percentage of children in the EIBI-group met the criteria for statistically reliable change and scored in the non-clinical range post-intervention with a Number Needed to Treat between 4.1 and 6.9. We found that treatment intensity significantly contributed to changes across all outcome measures. Based on our analyses we propose benchmarks for evaluating interventions for children with ASD. Although EIBI demonstrates broad, substantial effects, some uncertainty remains due to the lack of random assignment in the reviewed studies. Nonetheless, EIBI should currently be considered as the preferred treatment for children with ASD. En ligne : https://doi.org/10.1002/aur.70169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578 Titre : Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching Type de document : texte imprimé Auteurs : Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur Article en page(s) : p.569-578 Langues : Anglais (eng) Mots-clés : Autism  Discrete-trial teaching  Staff training  Software simulation  DTkid Index. décimale : PER Périodiques Résumé : 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. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching [texte imprimé] / Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur . - p.569-578. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578 Mots-clés : Autism  Discrete-trial teaching  Staff training  Software simulation  DTkid Index. décimale : PER Périodiques Résumé : 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. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Frequency and latency of social interaction in an inclusive kindergarten setting / Erik JAHR in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.349-363 Titre : Frequency and latency of social interaction in an inclusive kindergarten setting Type de document : texte imprimé Auteurs : Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur Année de publication : 2007 Article en page(s) : p.349-363 Langues : Anglais (eng) Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : 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. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism. En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Frequency and latency of social interaction in an inclusive kindergarten setting [texte imprimé] / Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur . - 2007 . - p.349-363. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.349-363 Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : 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. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism. En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study / Svein EIKESETH in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-1 (January 2009) . - p.67-73 Titre : Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study Type de document : texte imprimé Auteurs : Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Diane HAYWARD, Auteur ; Catherine GALE, Auteur ; Jens-Petter GITLESEN, Auteur Année de publication : 2009 Article en page(s) : p.67-73 Langues : Anglais (eng) Mots-clés : Autism Supervision Behavioral-treatment ABA Index. décimale : PER Périodiques Résumé : We asked whether intensity of supervision is associated with outcome in preschool aged children with autism (N = 20) who received intensive and early behavioral intervention. Intensity of supervision ranged from 2.9 to 7.8 h per month per child. A significant correlation was found between intensity of supervision and improvement scores in IQ. Thus, intensity of supervision was reliably associated with amount of IQ change between intake and follow-up. These findings add to the existing literature by suggesting that intensity of supervision together with intensity of treatment, treatment method, and pretreatment functioning are variables that may affect outcome for children with autism who receive early and intensive behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 [article] Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study [texte imprimé] / Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Diane HAYWARD, Auteur ; Catherine GALE, Auteur ; Jens-Petter GITLESEN, Auteur . - 2009 . - p.67-73. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.67-73 Mots-clés : Autism Supervision Behavioral-treatment ABA Index. décimale : PER Périodiques Résumé : We asked whether intensity of supervision is associated with outcome in preschool aged children with autism (N = 20) who received intensive and early behavioral intervention. Intensity of supervision ranged from 2.9 to 7.8 h per month per child. A significant correlation was found between intensity of supervision and improvement scores in IQ. Thus, intensity of supervision was reliably associated with amount of IQ change between intake and follow-up. These findings add to the existing literature by suggesting that intensity of supervision together with intensity of treatment, treatment method, and pretreatment functioning are variables that may affect outcome for children with autism who receive early and intensive behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647

Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis / Mark RODGERS in Autism, 25-4 (May 2021)  

Permalink

Kiddie-SADS Reveals High Rates of DSM-IV Disorders in Children and Adolescents with Autism Spectrum Disorders / Elen GJEVIK in Journal of Autism and Developmental Disorders, 41-6 (June 2011)  

Permalink

Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism / Sigmund ELDEVIK in Journal of Clinical Child & Adolescent Psychology, 38-3 (May 2009)  

Permalink

Narrowing the gap: Effects of intervention on developmental trajectories in autism / Lars KLINTWALL in Autism, 19-1 (January 2015)  

Permalink

Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Permalink

Training discrete trials teaching skills using videoconference / Aina W. HAY-HANSSON in Research in Autism Spectrum Disorders, 7-11 (November 2013)  

Permalink

---

1 (1 - 11 / 11) Par page : 25 50 100 200