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Intensive Behavioral Treatment at School for 4- to 7-Year-Old Children with Autism: A 1-Year Comparison Controlled Study
Abstract
This study was designed to evaluate 1 year of intensive treatment for 4- to 7-year-old children with autism. An independent clinician assigned children to either behavioral treatment (n = 13) or eclectic treatment (n = 12). Assignment was based on availability of personnel to supervise treatment and was not influenced by child characteristics or family preference.The two treatment groups received similar amounts of treatment (M = 28.52 hours per week at the child’s school). Children in the behavioral treatment group made significantly larger gains on standardized tests than did children in the eclectic treatment group. Results suggest that some 4- to 7-year-olds may make large gains with intensive behavioral treatment, that such treatment can be successfully implemented in school settings, and that specific aspects of behavioral treatment (not just its intensity) may account for favorable outcomes.
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“Some of these effectiveness studies have explored EIBI in preschool settings, although these have generally adopted a one-to-one approach (e.g., [19-23]).”
From Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting. (2013) · cites this paper as [20]
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Metadata
- Authors
- Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S.
- Affiliations
- Akershus College
- University of Rochester (US)
- Akershus University Hospital (NO)
- Venue
- Behavior Modification
- Publisher
- SAGE Publications
- Published
- 2002-01
- Volume
- 26
- Issue
- 1
- Pages
- 49-68
- ISSN
- 0145-4455 (ISSN-L)
- 1552-4167
- OpenAlex
- W2168669138
- Cited by
- 481
- References
- 47
- Citations by year
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- FWCI
- 5.38
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Behavior Modification (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, school-based intervention, early childhood, treatment intensity, standardized test performance, treatment outcomes, young children
- MeSH terms
- Autistic Disorder, Behavior Therapy, Child, Child, Preschool, Female, Follow-Up Studies, Humans, Male, Norway, Outcome Assessment, Health Care, Early Intervention, Educational
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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