Who benefits from early intervention in autism spectrum disorders?

Itzchak, Esther Ben; Zachor, Ditza A.

doi:10.1016/j.rasd.2010.04.018

Cited by 128 publications

(99 citation statements)

References 23 publications

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“…Lack of developmental progress on standard scores may be due to children in the present study demonstrating more severe impairments at intake than those in similar studies. Consistent with this suggestion, Itzchak and Zachor [44] found that significant progress in adaptive skills was found only for their "mild autism severity group. "…”

Section: Discussionmentioning

confidence: 78%

“…It can be used with older children as in the present study where mental age is lower than chronological age. This measure was used to assess a range of skills in children with autism in previous research [25,[35][36][37]. Age-equivalent scores were used in the analyses as some children's chronological age exceeded 68 months at post (Time 2) assessment; additionally many children did not reach the basal for standard scores.…”

Section: Measures and Proceduresmentioning

confidence: 99%

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A Pilot Study of the Effects of an Australian Centre-Based Early Intervention Program for Children with Autism

Paynter¹,

Scott²,

Beamish³

et al. 2012

TOPEDJ

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Abstract:The current study sought to evaluate the effectiveness of an Australian centre-based early intervention program for children with autism. Outcomes for 10 children with autistic disorder aged between 32 and 65 months of age participating in the AEIOU early intervention program were investigated. Measures of educational, cognitive, and adaptive skills as well as autism symptoms were administered. Significant gains in educational skills in the areas of cognitive verbal/preverbal, fine motor and visual-motor imitation, motor domain score, and social reciprocity, were obtained as were decreases in autism symptoms. Limited evidence of gains was obtained for measures of cognitive or adaptive behaviour skills. This study provides promising preliminary evidence in support of the AEIOU program in terms of symptom reduction and increases in educational skills. Limitations and future research directions are discussed.

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Section: Discussionmentioning

confidence: 78%

Section: Measures and Proceduresmentioning

confidence: 99%

A Pilot Study of the Effects of an Australian Centre-Based Early Intervention Program for Children with Autism

Paynter¹,

Scott²,

Beamish³

et al. 2012

TOPEDJ

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show abstract

“…We hypothesize that the preschool period may be the ideal developmental stage to target for this intervention as the preschool period is a critical window for intervention when children achieve the most gains (Itzchak & Zachor, 2011). Simultaneously, parenting stress peaks during the preschool period when child behavior problems begin to emerge (Gerstein et al, 2009;Neece et al, 2012).…”

Section: Intervention Blueprintmentioning

confidence: 99%

Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being

et al. 2017

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Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence-based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family-focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.

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“…They concluded that PECS may be more effective for children at the pre-request stage and RPMT may be more effective for children with some ability to initiate joint attention. Other studies have investigated parent and environmental predictors of intervention response (Ben Itzchak & Zachor, 2011;Gabriels, Hill, Pierce, Rogers, & Wehner, 2001;Osborne, McHugh, Saunders, & Reed, 2008;Robbins, Dunlap, & Plienis, 1991). This direction is encouraging as it better takes into account the heterogeneity of ASD and allows for intervention to be tailored to needs and abilities, rather than based on a categorical diagnosis.…”

Section: Individualized Interventionsmentioning

confidence: 99%