Evaluating the impact of service setting on early intensive behavioural intervention outcomes for children with autism spectrum disorder
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Date
2016
Authors
Pedreira, Karli
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Abstract
Early Intensive Behavioural Intervention (EIBI) is well established as an effective intervention for children with Autism Spectrum Disorder (ASD). Common settings where EIBI programs are delivered include homes, centres, mainstream schools, and integrated child care centres (i.e., daycare and preschool). Few studies have directly compared the effectiveness of EIBI programs in different settings. Therefore, the current project evaluated outcomes in children with ASD who have received EIBI in either a home, centre, or integrated child care setting. The results suggest that (1) a larger number of service hours delivered at home may predict gains in cognitive functioning and adaptive behaviour, (2) a larger number of service hours in integrated child care settings may predict reduced autism severity, and (3) a larger number of service hours delivered at a centre may predict lower scores in adaptive behaviour, an increase in autism severity, and a lower proportion of skill gains.
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Keywords
autism spectrum disorder, service setting, early intensive behavioural intervention, outcomes