Changes in cognitive and Language functioning of Preschool children with autism

Abstract

Preschool children with autism and their normally developing peers were compared on the Stanford-Binet IV and Preschool Language Scale before and after 1 school year. Both measures showed that although the children with autism functioned at a lower level than their normally developing peers, the children with autism had narrowed this gap after treatment, making a nearly 19-point increase in IQ and an 8-point gain in language quotient. The IQ measure remained stable for the normally developing peers while their language showed a 7.73-point increase. The data support the notion that young children with autism can make very significant developmental gains.

Environmental Enrichment Reverses Behavioral Alterations in Rats Prenatally Exposed to Valproic Acid: Issues for a Therapeutic Approach in Autism

“…Several reports have suggested efficacy of early intensive behavioral therapy proposed by Lovaas in attenuation or reversal of the core autistic symptoms (Lovaas, 1987;Harris et al, 1991;Birnbauer and Leach, 1993;Scheinkopf and Siegel, 1998;Ozonoff and Cathcart, 1998;McEachin et al, 1993). However, it must be emphasized that the use of behavioral techniques in autism is not limited to the 'Lovaas method'.…”

“…Attempts to develop drugs that specifically improve social and communicative functioning have failed; however, newer medications were shown to reduce many of the behavioral aberrations observed in autistic patients (reviewed by Buitelaar, 2003). Several reports have also suggested efficacy of early intensive behavioral therapy in attenuation or reversal of the core autistic symptoms (Lovaas, 1987;Harris et al, 1991;Birnbauer and Leach, 1993;Scheinkopf and Siegel, 1998;Ozonoff and Cathcart, 1998). The gains of the behavioral therapy appear to sustain over time (McEachin et al, 1993).…”

Change in autism core symptoms with intervention

“…Children are taught skills including attention, basic discrimination, language and communication, daily living, socialization, play, fine and gross motor control and pre-academics. ABA is also implemented in relatively unstructured situations, using incidental teaching techniques, to enhance generalization, increase motivation, and to develop social skills (Bondy & Frost, 1994;Eikeseth, Smith, Jahr, & Eldevik, 2002;Harris, Handleman, Gordon, Kristoff, & Fuentes, 1991; Koegel & Koegel, 1995;Strain, Kohler, & Goldstein, 1996;Thorp, Stahmer, & Schreibman, 1995).…”

Challenges in Evaluating Psychosocial Interventions for Autistic Spectrum Disorders

“…Moreover, research suggests that early intervention can result in significant improvements for some children with autism, though for how many children and for how much gain has varied considerably across studies. (Anderson et al, 1987;Birnbrauer, 1997;Dawson & Osterling, 1997;Fenska, Krantz, & McClannahan, 1985;Green et al, 2002;Harris et al, 1991;Lovaas, 1987;McEachin, Smith, & Lovaas, 1993;Rogers, 1998;Sheinkopf & Siegal, 1998). Traditional 1 h a week treatments for language or social skills or behavior used in the US mental health system are rarely sufficient to produce generalizable improvements in core areas of ASD (Howlin, 1998;.…”