Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder

Schreibman, Laura; Dawson, Geraldine; Stahmer, Aubyn C.; Landa, Rebecca; Rogers, Sally J.; McGee, Gail G.; Kasari, Connie; Ingersoll, Brooke; Kaiser, Ann P.; Bruinsma, Yvonne; McNerney, Erin; Wetherby, Amy M.; Halladay, Alycia

doi:10.1007/s10803-015-2407-8

Cited by 875 publications

(729 citation statements)

References 138 publications

(178 reference statements)

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“…We refer to these interventions as ABA þ DSP interventions. Another term is ''naturalistic developmental behavioral interventions'' (Schreibman et al, 2015).…”

Section: Theoretical Principlesmentioning

confidence: 99%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

277

168

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This evidence base update examines the level of empirical support for interventions for children with autism spectrum disorder (ASD) younger than 5 years old. It focuses on research published since a previous review in this journal (Rogers & Vismara, 2008). We identified psychological or behavioral interventions that had been manualized and evaluated in either (a) experimental or quasi-experimental group studies or (b) systematic reviews of single-subject studies. We extracted data from all studies that met these criteria and were published after the previous review. Interventions were categorized across two dimensions. First, primary theoretical principles included applied behavior analysis (ABA), developmental social-pragmatic (DSP), or both. Second, practice elements included scope (comprehensive or focused), modality (individual intervention with the child, parent training, or classrooms), and intervention targets (e.g., spoken language or alternative and augmentative communication). We classified two interventions as well-established (individual, comprehensive ABA and teacher-implemented, focused ABA þ DSP), 3 as probably efficacious (individual, focused ABA for augmentative and alternative communication; individual, focused ABA þ DSP; and focused DSP parent training), and 5 as possibly efficacious (individual, comprehensive ABA þ DSP; comprehensive ABA classrooms; focused ABA for spoken communication; focused ABA parent training; and teacher-implemented, focused DSP). The evidence base for ASD interventions has grown substantially since 2008. An increasing number of interventions have some empirical support; others are emerging as potentially efficacious. Priorities for future research include improving outcome measures, developing interventions for understudied ASD symptoms (e.g., repetitive behaviors), pinpointing mechanisms of action in interventions, and adapting interventions for implementation with fidelity by community providers.Autism spectrum disorder (ASD) is defined by difficulties with reciprocal social communication and stereotyped interests or behaviors (American Psychiatric Association [APA], 2013) that usually emerge in early childhood. About one third of children with ASD have delays in cognitive development and daily living skills (Autism and Developmental Disabilities Monitoring Network, 2014). Co-occurring behavior problems (tantrums, aggression, self-injury, impulsivity, anxiety, extreme food selectivity, insomnia) and medical conditions (e.g., seizure disorder, gastrointestinal disturbance) are also common. Although ASD almost always persists across the lifespan, early intervention can alleviate symptoms (Rogers & Vismara, 2008).ASD has a prenatal origin related to genetic risk and environmental events; however, the precise etiology has not been determined (Volkmar, Paul, Rogers, & Pelphrey, 2014). Although once considered rare, ASD is now estimated to occur in approximately 1 in 68 individuals (Autism and Developmental Disabilities Monitoring Network, 2014). It remains unknown whethe...

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“…We refer to these interventions as ABA þ DSP interventions. Another term is ''naturalistic developmental behavioral interventions'' (Schreibman et al, 2015).…”

Section: Theoretical Principlesmentioning

confidence: 99%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

277

168

View full text Add to dashboard Cite

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“…With regard to program characteristics, intensity of EIBI programs was related to gains in IQ, adaptive functioning, and language ability, whereas duration of the program was generally not related to gains with the exception of some evidence that it was related to language and adaptive behavior gains (Strauss et al 2013). Contemporary early intervention ABA approaches are more naturalistic, childdirected, and guided by developmental theory and are currently referred to as naturalistic developmental behavioral interventions (NDBI's) (for detailed discussion see Schreibman et al 2015). Other behavioral interventions that have shown some positive effects include, but are not limited to, social skills, treatment targeting joint attention, and cognitive behavior therapy (Weitlauf et al 2014).…”

Section: Childhoodmentioning

confidence: 99%

Life Course Health Development in Autism Spectrum Disorders

Drmic

Szatmári

Volkmar

2017

Handbook of Life Course Health Development

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“…Por ello, la intervención temprana repercute en un mejor pronóstico para el niño con dificultades y en beneficio de la calidad de vida de su familia. [1][2][3][4][5] Actualmente, los trastornos del desarrollo conforman la denominada "nueva morbilidad". Su identificación oportuna constituye uno de los desafíos de la práctica pediátrica en la atención primaria.…”

Section: Introductionunclassified

Guía para el seguimiento del desarrollo infantil en la práctica pediátrica. Resumen

2017

Arch Argent Pediat

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RESUMENEl pediatra es el médico de cabecera de los niños pequeños y es el primero en ser consultado por las familias. Los padres esperan que el pediatra no solo sea un experto en atender al niño durante una enfermedad, sino que también lo sea en temas vinculados al desarrollo. Las alteraciones del desarrollo son motivo frecuente de consulta en el ámbito pediátrico. La identificación temprana, el diagnóstico y el seguimiento de estos pacientes constituyen un verdadero desafío para los médicos pediatras. Esta guía ofrece recomendaciones para la vigilancia del desarrollo, la pesquisa, la evaluación y el seguimiento de pacientes con retrasos y discapacidades del desarrollo. ABSTRACTThe pediatrician is the best-informed professional with whom many families have contact during the first years of a child's life. Parents look to the pediatrician to be the expert, not only on childhood illnesses but also on development. Early identification, diagnosis and monitoring of these patients are a real challenge for physicians who serve children. This guide provides recommendations for monitoring the development, evaluation, diagnosis and follow up of patients with developmental delays and disabilities.

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Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder

Cited by 875 publications

References 138 publications

Evidence Base Update for Autism Spectrum Disorder

Evidence Base Update for Autism Spectrum Disorder

Life Course Health Development in Autism Spectrum Disorders

Guía para el seguimiento del desarrollo infantil en la práctica pediátrica. Resumen

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