A systematic review of behaviour analytic interventions for young children with intellectual disabilities

Abstract

Background According to several comprehensive systematic and narrative reviews, interventions based on applied behaviour analysis principles, or behaviour analytic interventions, are considered evidence based for children with autism spectrum disorder (ASD). However, no comprehensive review of the literature related to behaviour analytic interventions for children with intellectual disability (ID) currently exists. Methods Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (registration ID: CRD42018099317), the purpose of this study was to conduct a systematic review of the relevant published literature on the use of behaviour analytic interventions to develop skills in young children (0-8 years) with ID (and without ASD). A preliminary search of the literature identified 1209 potential studies published between January 2000 and April 2020. The review process resulted in 48 articles consisting of 49 studies (i.e. one paper contained two studies) that met the inclusion criteria. Most used single-case research designs. Studies were evaluated on five dimensions of methodological quality based on the Scientific Merit Rating Scale developed by the National Autism Center (NAC). The NAC definitions were also used for the quantity and quality of research evidence required for interventions to be considered established or emerging. Results There were a number of limitations to the quality of the body of research. Nevertheless, various behaviour analytic interventions met criteria for being established interventions when used for targeting communication, adaptive and pre-academic skills in young children with ID. Behaviour analytic interventions targeting academic skills met criteria for emerging interventions. Conclusions Although the current literature is limited, results indicate that behaviour analytic interventions may be effectively used to support skill development in children with ID.

The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders

“…This methodology is therefore frequently used when it comes to testing the effectiveness of therapeutic interventions in developmental disorders. For example, in a recent systematic review of behavior analytic interventions for young children with intellectual disabilities ( Ho et al, 2021 ) of the 49 studies included, only three (6%) were group-design studies, and the rest used single-case design methodology. Moreover, SCED appears as the prevalent methodology ( Cannella-Malone et al, 2021 ) to monitor problem behaviors related to the most common neurodevelopmental disorders ( Horner et al, 2005 ; Odom et al, 2005 ; Cook and Cook, 2013 ; Cook and Odom, 2013 ).…”

Early positive approaches to support (E‐PAtS): Qualitative experiences of a new support programme for family caregivers of young children with intellectual and developmental disabilities

“…Facilitators share responsibility for delivering programme content and supporting group members, drawing on both lived and professional experience. Sessions aim to support access to appropriate services and proactively address areas of developmental and behavioural difficulty for children (sleep, communication, adaptive behaviour and behaviours that challenge) through evidence‐based practices (e.g., Gore et al, 2014; Ho et al, 2021; Priday et al, 2017). Critically, E‐PAtS is also designed to bolster emotional resilience for families in accordance with third‐wave psychological therapy models and an empowering approach (Prevedini et al, 2020).…”

“…Within the DSM, and consistent with thinking that underpins Family Systems Theory (Trivette et al, 2010), interactions between family members, both those concerning parents and those concerning parents and children, are considered the central processes that determine developmental outcomes for children, and wellbeing for children and families. The nature and quality of interactions between family members is further influenced by both family level characteristics (e.g., caregiver stress) and characteristics of the child (e.g., needs of a child) paralleling broader literature concerning coercive caregiver-child interactions (Eddy et al, 2001) and corresponding applications within the field (e.g., Ho et al, 2021;Totsika et al, 2014).…”

An Analysis of Families Experiences with Young Children with Intellectual and Developmental Disabilities (IDDs) during COVID-19 Lockdown in Pakistan

“…The associated disorders in routine and obvious implausibility due to COVID-19 pandemic may be adverse particularly for children with IDDs (Nearchou et al, 2020;Redquest et al, 2021). Before this pandemic, life for children with IDDs was with clear expectations, heightened structure, and an array of services (Ho, Perry & Koudys, 2021;Mazza et al, 2020). However, the substantial changes in the routine during the pandemic may be difficult to ab b b e e c d e , agg a a g a e e e e (Brooks et al, 2020;Schuengel et al, 2020).…”

“…This eventually intensifies the degree of stress on parents (Neece et al, 2020;Zaagsma et al, 2020). Even in the absence of this pandemic, parents of children with IDDs struggle with the parenting stress (Almeida, 2020;Ho et al, 2021;Woodman, Mawdsley & Ha e C a , 2015). C d e c a e g g be a a e fac c e g e parenting stress (Baker, McIntyre, Blacher, Crnic, Edelbrock & Low, 2003), which affects the a e ad e a d ce e a (Shivers, 2019;Woodman et al, 2015).…”