programs and there is growing Research evidence that intensive Evidence for developmental and combined programs are also effective. Autism Specific Some interventions have been Early proven to be ineffective and should be avoided. Intervention Reviewers of programs remain Evidence cautious in their conclusions from high quality about longer term outcomes for intervention trials is somewhat children with autism, in social, inconsistent. There are also few adaptive or vocational areas, or studies which are able to show greater independence in whether real improvements have adulthood. There are too few well been made as a direct result of the controlled studies to allow for interventions carried out. There is confident claims about what little well documented types of intervention are best for information about potential improving long term learning and adverse treatment outcomes, and adaptive functioning. few studies that rigorously assess cost benefit of treatments. We can define key High intensity interventions elements which are which address the child and necessary for effective documented family’s clearly intervention. needs, using behavioural, educational and/or developmental An autism specific curriculum approaches have been shown to content focusing on attention, be the best of currently available compliance, imitation, early interventions. Research has language, and social skills. consistently shown good Highly supportive teaching outcomes for intensive ABA environments which deal with
Research Evidence for Autism Specific Early Intervention Evidence from high quality intervention trials is somewhat inconsistent. There are also few studies which are able to show whether real improvements have been made as a direct result of the interventions carried out. There is little well documented information about potential adverse treatment outcomes, and few studies that rigorously assess cost benefit of treatments. High intensity interventions which address the child and family’s clearly documented needs, using behavioural, educational and/or developmental approaches have been shown to be the best of currently available early interventions. Research has consistently shown good outcomes for intensive ABA programs and there is growing evidence that intensive developmental and combined programs are also effective. Some interventions have been proven to be ineffective and should be avoided. Reviewers of programs remain cautious in their conclusions about longer term outcomes for children with autism, in social, adaptive or vocational areas, or greater independence in adulthood. There are too few well controlled studies to allow for confident claims about what types of intervention are best for improving long term learning and adaptive functioning. We can define key elements which are necessary for effective intervention. An autism specific curriculum content focusing on attention, compliance, imitation, language, and social skills. Highly supportive teaching environments which deal with
6006_-_accessible_-_early_intervention_practice_guidelines_0.docx