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

被引：95

作者：

Eldevik, Sigmund ^{[1
,4
]}

Hastings, Richard P. ^{[2
]}

Jahr, Erik ^{[3
]}

Hughes, J. Carl ^{[2
]}

机构：

[1] Akershus Univ Coll, N-2001 Lillestrom, Norway

[2] Bangor Univ, Bangor, Gwynedd, Wales

[3] Akershus Univ Hosp, Akershus, Norway

[4] Senter Tidlig Intervensjon STI, Oslo, Norway

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2012年 / 42卷 / 02期

关键词：

Early intensive behavioral intervention; Autism; Mainstream setting; Pre-school; Effectiveness; YOUNG-CHILDREN;

D O I：

10.1007/s10803-011-1234-9

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

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.

引用

页码：210 / 220

页数：11

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