Nesrhten……….

Early Intensive Behavioral Intervention (EIBI) is an effective interventions for most children with autism spectrum disorders (ASD), but there is great variability in the outcome of EIBI for children with ASD. And research has focused on child characteristic, parent involvement and treatment factors. There are good reasons to assume that parent inclusion affects the treatment outcome for s large group go children. Now Strauss, Vicar, Valeri, DÉlia, Armina and Fava has published a study examining the interrelating factor that impact children´s progress, highlighting the influence of parent inclusion in treatment provision captured by parental stress, how faithfully the parents followed the treatment protocols and the intensity of treatment provided at home. This study is published in Research in Developmental disabilities. Read more…

The importance of early intervention for toddlers with autism is recognized by alle professionals, even if the debate on what intervention is the best suitable for toddlers continues. Research on interventions for toddlers with autism is still limited, and more studies are needed to learn more about the effects of all the interventions available. Now Wilterlin and colleagues has published the first study on the home TEACCH program for toddlers.

In this program parents receive 1.5 hours with a clinician for 12 weeks. In this meetings parents learn to train their own child based on structured teaching. In this study the researchers used both a randomized group design, combined with a single subject design (multiple baseline). In the group design the study measured child progress with Mullen Scales of Early Learning and Scales of independent behavior-revised. The parent stress was assessed using the parent stress index – 3rd edition. In the single subject design part, parent implementation of intervention and children independence was assessed through video scoring.

The results of the single subject design indicates that child independence and parents ability to structure the environment for learning and effectively prompt their children. 6 families participated in this part of the study. The group design that included 20 families and repeated measures analysis of variance for the Mullen scales of early learning, SIB, and PSI did not show significant differences.

Reference.
Welterlin, A., Turner-Brown, L.M., Harris, S., Meisbov, G., & Delmolino, L. (2011). The home TEACCHing program for toddlers with autism. Journal of Autism and other Developmental Disorders. DOI 10.1007/s10803-011-1419-2

Children with autism spectrum disorders are in need of effective and research-based intervention. Providing good information on different interventions and the research base for them should be a priority for all professionals providing autism intervention. This information should be based on factual information on the intervention and the research that it builds on. Unfortunately this is not always the case. Today I found via @autismoaba a commercial on YouTube doing the opposite. Providing not supported statements, not only on the intervention promoted but also providing not factual information to discredit another intervention. This is surely not what children with autism and their families need. Let´s provide factual and scientific evidence for autism interventions. Watch the video;

In many countries and regions the use of paraprofessionals in autism interventions is extensive. Using paraprofessionals require effective and qualitative good training in order to ensure treatment fidelity and effective interventions for persons with ASD. Rispoli, Neely, Lang and Ganz have published a systematic review of the literature on training paraprofessionals to implement interventions for people with autism spectrum disorders in Developmental Neurorehabilitation.

Their review identified a variety of training procedures, such as explanations, modeling, video, role play and feedback. And that paraprofessionals had successfully implemented a variety of intervention including Picture Exchange Communication System (PECS), Discrete Trial Training (DTT), Pivotal Response Training (PRT), and more. These results are promising, but the research is limited and more research involving more subjects and more randomized design should be conducted to ensure the effect of using paraprofessionals.

Imitation is an early skill that most likely is important for social development and skills. As mentioned earlier Reciprocal Imitation Training (RIT) is an effective intervention for teaching the social function of imitation to children with autism. Ingersoll have now studied the effect of a focused RIT intervention for 3 hours per week for 10 weeks, compared with treatment as usual. Results from this study indicates that children receiving RIT made significantly gains in joint attention initiations both at post-treatment measurement and follow-up. Results also indicates that social-emotional functioning at follow-up was better for the intervention group, measured by the Social-Emotional Scale of the Bayley Scales of Infant Development.

This study indicates that RIT may contribute to promote social development for children with autism, and be an effective intervention for increase the frequency of joint attention initiations.

Reference.
Ingersoll, B. (2011). Brief report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-011-1423-6

National Institute of Mental Health have published a guide for parents of children with ASD. This guide includes information on ASD, including diagnostic information and information on effective interventions. Read more…

Discrete Trial Teaching (DTT) is an effective teaching procedure and an important part of most Early Intensive Behavioral Intervention (EIBI) program. And effective error-correction strategies is important for effective and high fidelity implementation of DTT. Based on two studies published by Turan, Moroz and Paquet Croteau the evidence may indicate that the most effective error-correction procedure are individual between children – but consistent over operants.

Stereotypic behaviors are one of the diagnostic features of autism spectrum disorders (ASD). Stereotypic behaviors are typically interfering considerably with learning and may lead to exclusion from social settings. Many children with ASD display vocal stereotypy that creates great challenges in intervention and programs.

Lanovaz and Sladeczek has conducted a review of the behavioral interventions targeting vocal stereotypy. Based on their review the authors recommend that first step in intervention, as other behavioral interventions, should be a functional assessment or analysis. Then the use of response interruption and redirection (RIRD) is found to have the most empirical support. When RIRD is not applicable the clinicians may consider non contingent access to matched stimuli.

Even if there is numerous studies documenting effect of behavioral interventions on vocal stereotypy, more replications and further research is recommended.