Implementation of early intensive behavioural intervention for children with autism in Switzerland

Abstract

BackgroundThere is a major gap between the US and most European countries regarding the implementation of early intensive behavioural intervention (EIBI) for children with autism. The present paper reports on the current status of EIBI in Switzerland and on the effectiveness of EIBI under clinical conditions in a Swiss pilot project.MethodsThe paper combines a narrative report of the care system for children with autism in Switzerland and an initial evaluation of EIBI as implemented in the Department of Child and Adolescent Psychiatry, University of Zurich.ResultsThe current situation of the implementation of EIBI for children with autism in Switzerland is characterized by marked deficits in its acceptance. Major reasons include insufficient governmental approval and lacking legal and financial support. In addition, ignorance among health care providers and educational professionals has contributed to this situation precluding that children with autism receive the most beneficial assistance. The authors have initiated and been working in an intervention centre offering EIBI for a decade and report on their experience with the implementation of EIBI. Based on their clinical practice, they document that EIBI also works efficiently under ordinary mental health service conditions.ConclusionsEIBI needs to be implemented more intensively in Switzerland. Although the effects of EIBI as implemented in Zurich are promising, the results are not as pronounced as under controlled research conditions.

The University of California at Los Angeles‐Young Autism Project: A systematic review of replication studies

“…The strength and weighting of the remaining 17 studies varied according to Reichow and colleagues' evaluative method (Reichow, 2011; Reichow et al., 2008). Six of these studies were classified as “strong” (Cohen et al., 2006; Eikeseth et al., 2012; Hayward et al., 2009; Peters‐Scheffer et al., 2013; Sallows & Graupner, 2005; Smith, Groen, & Wynn, 2000), 6 studies were considered “adequate” (Eikeseth et al., 2007; Eldevik et al., 2006; Lovaas, 1987; Magiati et al., 2007; Smith et al., 1997; Smith, Groen, & Wynn, 2000), and 5 studies were considered “weak” (Beglinger & Smith, 2005; Bibby et al., 2002; Rivard et al., 2014; Sheinkopf & Siegel, 1998; Studer et al., 2017). The weighting (i.e., promising evidence‐based practice [EBP] > 30 points and EBP > 60 points) produced a total score of 257.…”

“…Five of the reviewed studies (29%) did not have a control group (Beglinger & Smith, 2005; Bibby et al., 2002; Rivard et al., 2014; Smith, Buch, & Gamby, 2000; Studer et al., 2017). In studies that had control groups the average number of children in these groups was 16 (range, 10–24 children; SD: 5).…”

Cognitive Behavioural Therapy Techniques for Treating Verbal Impairments in Children Diagnosed with Autism Spectrum Disorder - A Review

“…All ten participants were male, 80% were Caucasian, 10% were Moreover, the longevity of this research, as the intervention model must be individualized and adapted to each case of autism, creates substantial financial barriers that must be considered prior to beginning research (19). Some of the limitations included not having a methodology that was feasible for the severely impaired participants to use, large amounts of missing data, and the constantly changing CAPS intervention techniques (19). The majority of selected studies utilized a sample size of under twenty participants (14,15,16,17).…”

Da detecção de sinais de risco para autismo à intervenção precoce

“…O tratamento engloba inúmeras intervenções educacionais e clínicas, através de uma equipe multidisciplinar, de acordo com as necessidades de cada criança. É possível observar que existe um grande número de possibilidades referentes ao tratamento para o Transtorno do Espectro Autista, podendo este ser medicamentoso ou terapêutico, de base comportamentalista ou desenvolvimentista, ressaltando-se a importância da intervenção precoce de acordo com o perfil de cada criança e de sua família (STUDER et al, 2017).…”