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Cited by 602Autism Spectrum Disorder ResearchBehavioral and Psychological StudiesChild Nutrition and Feeding Issues

The DOI matches its Crossref record; 68 of the 68 references it cites were found in a registry or an index.

A comparison of intensive behavior analytic and eclectic treatments for young children with autism

Howard, Jane S., Sparkman, Coleen R., Cohen, Howard G., Green, Gina, Stanislaw, Harold·2005·Research in Developmental Disabilities
DOI 10.1016/j.ridd.2004.09.005
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Abstract

We compared the effects of three treatment approaches on preschool-age children with autism spectrum disorders. Twenty-nine children received intensive behavior analytic intervention (IBT; 1:1 adult:child ratio, 25-40 h per week). A comparison group (n=16) received intensive "eclectic" intervention (a combination of methods, 1:1 or 1:2 ratio, 30 h per week) in public special education classrooms (designated the AP group). A second comparison group (GP) comprised 16 children in non-intensive public early intervention programs (a combination of methods, small groups, 15 h per week). Independent examiners administered standardized tests of cognitive, language, and adaptive skills to children in all three groups at intake and about 14 months after treatment began. The groups were similar on key variables at intake. At follow-up, the IBT group had higher mean standard scores in all skill domains than the AP and GP groups. The differences were statistically significant for all domains except motor skills. There were no statistically significant differences between the mean scores of the AP and GP groups. Learning rates at follow-up were also substantially higher for children in the IBT group than for either of the other two groups. These findings are consistent with other research showing that IBT is considerably more efficacious than "eclectic" intervention.

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Research works printed but not linked: 2

  1. Maurice, C. (Ed.), Green, G., & Luce, S. (Co-Eds.). (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: PRO-ED.
  2. Newsom, C., & Hovanitz, C. A. (1997). Autistic disorder. In E. J. Mash & L. G. Terdal (Eds.), Assessment of childhood disorders (3rd ed., pp. 408–452). New York, NY: Guilford Press.

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Metadata

Authors
Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H.
Affiliations
  • California State University, Stanislaus (US)
  • University of North Texas (US)
Corresponding author
Howard, Jane S.
ORCID
Green, Gina
Venue
Research in Developmental Disabilities
Publisher
Elsevier BV
Published
2005-07
Volume
26
Issue
4
Pages
359-383
ISSN
0891-4222 (ISSN-L)
DOI
10.1016/j.ridd.2004.09.005
OpenAlex
W2141742777
Cited by
600
References
68
Citations by year
2026: 7 · 2025: 12 · 2024: 11 · 2023: 25 · 2022: 16 · 2021: 21 · 2020: 23 · 2019: 18 · 2018: 26 · 2017: 29 · 2016: 35 · 2015: 30 · 2014: 46 · 2013: 46 · 2012: 48
FWCI
13.51
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Research in Developmental Disabilities (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
Keywords
autism spectrum disorder, early intervention, preschool children, treatment efficacy, cognitive skills, language skills, adaptive skills, learning rate, special classes
MeSH terms
Adaptation, Psychological, Autistic Disorder, Mental Disorders, Child, Preschool, Communication, Female, Humans, Language Therapy, Learning, Male, Severity of Illness Index, Cognitive Behavioral Therapy

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