Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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51st Annual Convention; Washington DC; 2025

Event Details


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Symposium #445
CE Offered: BACB/IBAO
Early Intervention for Children With Autism; Outcomes Short and Long Term
Monday, May 26, 2025
3:00 PM–4:50 PM
Marriott Marquis, M2 Level, Marquis Salon 7-10
Area: AUT/EDC; Domain: Applied Research
Chair: Sigmund Eldevik (Oslo Metropolitan University)
Discussant: Jane S. Howard (Therapeutic Pathways/Blue Sprig Pediatrics)
CE Instructor: Sigmund Eldevik, Ph.D.
Abstract:

We will present outcome data on a large sample of participants from the Lovaas Institute in Minneapolis, Minnesota and the First Bridge Center in London, United Kingdom. Furthermore, we will present outcomes in adulthood for the participants in a study published in 2007 (Eikeseth et al., 2007). Lastly, we will present a review of individual participant data from the published outcome literature on the importance of intensity in early intensive behavioral intervention for children with autism. In general, outcomes will focus on clinical significance, such as achieving scores within the normal range on intelligence, adaptive behavior and autism severity following intervention. We will supplement our analyses with another measure of clinical significance the Reliable Change Index. This index tells us how large change you need to have for the change to be statistically reliable. In other words, it tells us how large the change needs to be for you to be certain that the change can be explained by the intervention and not some other variable. Implications of the findings for general implementation practices will be discussed.

Instruction Level: Intermediate
Keyword(s): Autism, Clinical Significance, Early Intervention
Target Audience:

Intermediate

Learning Objectives: 1. Decribe general outcomes of EIBI
2. Explaine the imprtance of intensity of internvetion
3. Describe outcome measures
 

Preliminary Outcomes of Early Intensive Behavioral Intervention Provided in a Centre-Based Model

Mikaela Green (First Bridge Centre), Sasha Zerkalova (First Bridge Centre), SIGMUND ELDEVIK (Oslo Metropolitan University)
Abstract:

A centre-based model of service delivery developed over the last 4 years at the First Bridge Centre in London will be presented. Recently published frameworks recommended standardized measures of autism severity, adaptive behavior, challenging behavior, quality of life and social validity, along with criterion referenced measures to evaluate services and outcome. We will present data on the time and resources needed to implement these measures and the possible benefits of it. Outcome after 6 months on skill acquisition, autism severity and preferences for social stimuli will the presented for 24 children. And outcome after 12 and 24 months on adaptive behaviors, autism severity and problems behaviors will be presented for 18 children and compared to proposed benchmarks of outcome following EIBI. Lastly, we will present the results from a social validity questionnaire. Possible pros and cons of a centre-based provision compared to other models of service delivery will be discussed.

 

Multi-modal Evaluation of Periodic Outcomes of Early Intensive Behavioral Intervention (EIBI) for the Purpose of Individualized Treatment Planning and Accountability to Parents and Stakeholders

ERIC V. LARSSON (Lovaas Institute Midwest; University of Minnesota), Svein Eikeseth (Oslo Metropolitan University), Sigmund Eldevik (Oslo Metropolitan University)
Abstract:

This paper is an updated report of the results of EIBI with 246 children treated between 2003 and 2020 at the Lovaas Institute Midwest. Independent assignment to groups was based upon intervention intensity, age at intake, parental involvement, and staff training. Three groups received the high-quality treatment model described in Maurice, Green, & Foxx (2001) and a comparison group which did not receive high-quality treatment was matched on non-treatment variables. A comprehensive set of child measures was utilized to assess participants at intake, and yearly thereafter until each child was discharged after an average of three years. These evaluations were selected and carried out by independent external assessment centers, separate from the Lovaas Institute. In addition, on a weekly basis, the number of treatment objectives and exemplars mastered was recorded, along with the number of intervention hours and supervision hours. On a six-month basis, the following was conducted by internal clinicians: long-term goals, short-term objectives, and transition plans were developed and revised mutually between the parents and clinicians; mastery of specific treatment objectives was assessed; mastery of the Early Learning Measure was assessed; a 45-minute, structured video-taped assessment was conducted with the parents in the home; quality of treatment intervention was assessed using a standardized checklist; mastery of developmental milestones was assessed using an internally standardized version of the Learning Accomplishment Profile; mastery of a standardized curriculum assessment was assessed; progress against an internally standardized diagnostic checklist was assessed; and measures of significant behavioral challenges and transition planning was assessed using a variety of internally developed measures. Results of individualized treatment planning will be presented.

 

Outcome in Adulthood for Children With Autism Receiving Early Intensive Behavioral Interventions (EIBI) During Preschool Age

SVEIN EIKESETH (Oslo Metropolitan University), Marita Andreassen (Oslo Metropolitan University, Norway), Sigmund Eldevik (Oslo Metropolitan University)
Abstract:

There is limited knowledge about the long-term outcomes in adulthood for children with Autism who received EIBI during their preschool years. This study was designed to explore this question by conducting a follow-up with a group of adults who received EIBI during their early childhood. The participants were individuals from the Eikeseth et al. (2002) study, evaluating outcomes after one year of EIBI (n = 13) compared to a comparison group (n = 12) who received eclectic special education treatment of similar intensity (M = 28.52 hours per week). Children in the EIBI group made significantly larger gains on standardized tests than did children in the eclectic treatment group. Subsequently, outcome was examined for the same children after they had received approximately three years of intervention (Eikeseth et al., 2007). The EIBI group continued to show larger increases in IQ and adaptive functioning than did the eclectic group. Children in the EIBI group also displayed fewer aberrant behaviors and social problems at follow-up. While results indicate that EIBI was effective for children with autism, it remains unclear how these improvements persist into adulthood. This is the primary focus of the current study. We invited the participants in both groups to participate in the long-term follow-up, and 10 responded, 7 from EIBI group and, 3 from Eclectic group. Assessment instruments were: ADOS-2, WAIS, Vineland-3, Psychopathology in Autism Checklist, and a Questionnaire addressing education, housing, employment, medical condition, etc. Participants averaged 33.5 years of age at this follow-up. Results show that the mean intake scores for cognitive and adaptive functioning were 60 and 57 respectively for the EIBI group, which increased to 91 and 74 respectively in adulthood. In contrast, for the Eclectic group, the mean intake scores for cognitive and adaptive functioning were both 60, which remained approximately the same in adulthood (60 and 55 respectively). We also examined comorbid psychiatric conditions in adulthood for participants in both groups. One participant from the Eclectic group scored within the clinically significant range. Three participants from the EIBI group scored below the Autism cut-off according to ADOS-2. During the presentation, individual data for each participant will be presented.

 

Intensity Matters: A Systematic Review of Individual Participant Data for Intensive Behavioral Intervention for Children With Autism

SIGMUND ELDEVIK (Oslo Metropolitan University), Børge Strømgren (OsloMet – Oslo Metropolitan University), Svein Eikeseth (Oslo Metropolitan University), Kristine Berg Titlestad (Western Norway College of Applied Sciences, Norway), Anya Fields (California State University, Northridge), Christina Melanie Saez (California State University, Northridge)
Abstract:

We gathered individual participant data on 564 children from 15 clinically controlled studies on behavioral intervention for children with autism. The participants were between 2 and 7 years of age at intake and had received behavioral intervention for a minimum of 1 year. placed in a behavioral intervention group or in a comparison group. We divided the EIBI group into three levels if intensity and checked if intensity was related to the clinically significant outcome. In addition, we computed the Reliable Change Index for IQ, adaptive behavior, and autism severity and checked if the proportion of participants that met the RCI criteria was related to intensity. Significantly more children receiving behavioral intervention achieved reliable change in IQ, adaptive behavior, and autism severity. Moreover, a significantly larger proportion of the children receiving behavioral intervention scored within the normal range on IQ, adaptive behavior and within the non-clinical range on autism severity following intervention. The most consistent predictor of outcome was intensity in terms of the weekly intervention hours provided. The implications are discussed in terms of recommendations for intervention implementation and measurements of outcome.

 

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