Abstract
In this chapter we present an overview of the research synthesis literature of comprehensive and focused interventions for autism in the field of applied behavior analysis (ABA). Numerous non-randomized controlled trials, one-arm trials, and retrospective observational studies support the effectiveness of early intensive behavioral intervention for autism in the cognitive, language, social, and adaptive outcome domains. Effect sizes in these various outcomes have been reported in the medium-to-large ranges in various meta-analyses. In addition, the emerging field of single-subject experimental design meta-analysis provides a new stream of research synthesis that has been traditionally absent from the outcome research arena. A major limitation to the field of ABA-based interventions for autism is the limited number of randomized controlled trials of both comprehensive and focused interventions. In this chapter we present an overview of the research synthesis literature of ABA-based interventions for autism and a reappraisal of its methodological standards.
ABA España, an affiliated chapter of the Association for Behavior Analysis International, provided material and in-kind support to the first and third authors for developing this manuscript through a research contract with The University of Auckland (project no. CON02739).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aldred, D. C., Green, J., & Adams, C. (2004). A new social communication intervention for children with autism: Pilot randomized controlled treatment study suggesting effectiveness. Journal of Child Psychology and Psychiatry, 45, 1420–1430. https://doi.org/10.1111/j.1469-7610.2004.00848.x
Anan, R. M., Warner, L. J., McGillivary, J. E., Chong, I. M., & Hines, S. J. (2008). Group Intensive Family Training (GIFT) for preschoolers with autism spectrum disorders. Behavioral Interventions, 23, 165–180. https://doi.org/10.1002/bin.262
Anderson, S. R., Avery, D. L., DiPietro, E. K., Edwards, G. L., & Christian, W. P. (1987). Intensive home-based early intervention with autistic children. Education and Treatment of Children, 10, 352–366. https://www.jstor.org/stable/42899040
Autism Speaks. (2021). Early Start Denver Model (ESDM). Retrieved from https://www.autismspeaks.org/early-start-denver-model-esdm
Baker-Ericzen, M. J., Stahmer, A. C., & Burns, A. (2007). Child demographics associated With outcomes in a community-based pivotal response training program. Journal of Positive Behavior Interventions, 9, 52–60. https://doi.org/10.1177/10983007070090010601
Behavior Analyst Certification Board. (2020). Code of ethics for behavior analysts. Author.
Behavior Analyst Certification Board. (2021). US employment demand for behavior analysts: 2010–2020. Author.
Ben-Itzchak, E., & Zachor, D. A. (2007). The effects of intellectual functioning and autism severity on outcome of early behavioral intervention for children with autism. Research in Developmental Disabilities, 28, 287–303. https://doi.org/10.1016/j.ridd.2006.03.002
Ben-Itzchak, I. E., Lahat, E., Burgin, R., & Zachor, A. D. (2008). Cognitive, behavior and intervention outcome in young children with autism. Research in Developmental Disabilities, 29, 447–458. https://doi.org/10.1016/j.ridd.2007.08.003
Bibby, P., Eikeseth, S., Martin, N. T., Mudford, O. C., & Reeves, D. (2001). Progress and outcomes for children with autism receiving parent-managed intensive interventions. Research in Developmental Disabilities, 22, 425–447. https://doi.org/10.1016/S0891-4222(02)00095-1
Birnbrauer, J. S., & Leach, D. J. (1993). The Murdoch Early Intervention Program after 2 years. Behaviour Change, 10, 63–74. https://doi.org/10.1017/S0813483900005556
Brossart, D. F., Laird, V. C., & Armstrong, T. W. (2018). Interpreting Kendall’s Tau and Tau-U for single-case experimental designs. Cogent Psychology, 5(1), 1518687. https://doi.org/10.1080/23311908.2018.1518687
Chezan, L. C., Wolfe, K., & Drasgow, E. (2018). A meta-analysis of Functional Communication Training effects on problem behavior and alternative communicative responses. Focus on Autism and Other Developmental Disabilities, 33(4), 195–205. https://doi.org/10.1177/1088357617741294
Cohen, H., Merine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment: Replication of the UCLA model in a community setting. Development and Behavioral Pediatrics, 27, S145–S155. https://doi.org/10.1097/00004703-200604002-00013
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037//0033-2909.112.1.155
Colli, A., Pagliaro, L., & Duca, P. (2014). The ethical problem of randomization. Internal Emergency Medicine, 9, 799–804. https://doi.org/10.1007/s11739-014-1118-z
Dawson, G., Jones, E. J. H., Merkle, K., Venema, K., Lowy, R., Faja, S., Kamara, D., Murias, M., Greenson, J., Winter, J., Smith, M., Rogers, S. J., & Webb, S. J. (2012). Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child & Adolescent Psychiatry, 51(11), 1150–1159. https://doi.org/10.1016/j.jaac.2012.08.018
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2009). Randomized, controlled trial of an intervention for toddlers with autism: The early start Denver model. Pediatrics, 125(1), e17–e23. https://doi.org/10.1542/peds.2009-0958
Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with autism: A 1-year comparison controlled study. Behavior Modification, 26, 49–68. https://doi.org/10.1177/0145445502026001004
Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 and 7: A comparison controlled study. Behavior Modification, 31, 264–278. https://doi.org/10.1177/0145445506291396
Eikeseth, S., Klintwall, L., Jahr, E., & Karlsson, P. (2012). Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings. Research in Autism Spectrum Disorders, 6(2), 829–835. https://doi.org/10.1016/j.rasd.2011.09.002
Eldevik, S., Eikeseth, S., Jahr, E., & Smith, T. (2006). Effects of low-intensity behavioral treatment for children with autism and mental retardation. Journal of Autism and Developmental Disorders, 36, 211–224. https://doi.org/10.1007/s10803-005-0058-x
Eldevik, S., Hastings, R. P., Jahr, E., & Hughes, J. C. (2011). Outcomes of behavioral intervention for children with autism in mainstream pre-school settings. Journal of Autism and Developmental Disorders, 42(2), 210–220. https://doi.org/10.1007/s10803-011-1234-9
Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-term outcomes of early intervention in 6-year-old children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), 580–587. https://doi.org/10.1016/j.jaac.2015.04.005
Fava, L., Strauss, K., Valeri, G., D’Elia, L., Arima, S., & Vicari, S. (2011). The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD. Research in Autism Spectrum Disorders, 5(4), 1479–1492. https://doi.org/10.1016/j.rasd.2011.02.009
Fernandes, F. D., & Amato, C. A. (2013). Applied behavior analysis and autism spectrum disorders: Literature review. CoDAS, 25(3), 289–296. https://doi.org/10.1590/s2317-17822013000300016
Fernell, E., Hedvall, Å., Westerlund, J., Höglund Carlsson, L., Eriksson, M., Barnevik Olsson, M., Holm, A., Norrelgen, F., Kjellmer, L., & Gillberg, C. (2011). Early intervention in 208 Swedish preschoolers with autism spectrum disorder. A prospective naturalistic study. Research in Developmental Disabilities, 32(6), 2092–2101. https://doi.org/10.1016/j.ridd.2011.08.002
Flanagan, H. E., Perry, A., & Freeman, N. L. (2012). Effectiveness of large-scale community-based Intensive Behavioral Intervention: A waitlist comparison study exploring outcomes and predictors. Research in Autism Spectrum Disorders, 6(2), 673–682. https://doi.org/10.1016/j.rasd.2011.09.011
Flippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178–195. https://doi.org/10.1044/1058-0360(2010/09-0022)
Frieden, T. R. (2017). Evidence for health decision making - beyond randomized, controlled trials. The New England Journal of Medicine, 377(5), 465–475. https://doi.org/10.1056/NEJMra1614394
Hagopian, L. P. (2020). The consecutive controlled case series: Design, data-analytics, and reporting methods supporting the study of generality. Journal of Applied Behavior Analysis, 53(2), 596–619. https://doi.org/10.1002/jaba.691
Hanley, G. P. (2017). Editor’s note. Journal of Applied Behavior Analysis, 50(1), 3–7. https://doi.org/10.1002/jaba.366
Harris, S. L., & Handleman, J. S. (2000). Age and IQ at intake as predictors of placement for young children with autism: a four- to six-year follow-up. Journal of Autism and Developmental Disorders, 30, 137–142. https://doi.org/10.1023/a:1005459606120
Harris, S. L., Handleman, J. S., Gordon, R., Kristoff, B., & Fuentes, F. (1991). Changes in cognitive and language functioning of preschool children with autism. Journal of Autism and Developmental Disorders, 21, 281–290. https://doi.org/10.1007/BF02207325
Howard, J, S, Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, 359–383. https://doi.org/10.1016/j.ridd.2004.09.005
Hurl, K., Wightman, J., Haynes, S. N., & Virues-Ortega, J. (2016). Does a pre-intervention functional assessment increase intervention effectiveness? A meta-analysis of within-subject interrupted time-series studies. Clinical Psychology Review, 47, 71–84. https://doi.org/10.1016/j.cpr.2016.05.003
Hutchins, N. S., Burke, M. D., Bowman-Perrott, L., Tarlow, K. R., & Hatton, H. (2019). The effects of social skills interventions for students with EBD and ASD: A single-case meta-analysis. Behavior Modification, 44(5), 773–794. https://doi.org/10.1177/0145445519846817
Iadarola, S., Shih, W., Dean, M., Blanch, E., Harwood, R., Hetherington, S., Mandell, D., Kasari, C., & Smith, T. (2017). Implementing a manualized, classroom transition intervention for students with ASD in under resourced schools. Behavior Modification, 42(1), 126–147. https://doi.org/10.1177/0145445517711437
Ioannidis, J. P., Haidich, A. B., Pappa, M., Pantazis, N., Kokori, S. I., Tektonidou, M. G., Contopoulos-Ioannidis, D. G., & Lau, J. (2001). Comparison of evidence of treatment effects in randomized and nonrandomized studies. JAMA, 286(7), 821–830. https://doi.org/10.1001/jama.286.7.821
Johnson, C. R., Turner, K. S., Foldes, E., Brooks, M. M., Kronk, R., & Wiggs, L. (2013). Behavioral parent training to address sleep disturbances in young children with autism spectrum disorder: A pilot trial. Sleep Medicine, 14, 995–1004. https://doi.org/10.1016/j.sleep.2013.05.013
Kane, M., Connell, J. E., & Pellecchia, M. (2010). A quantitative analysis of language interventions for children with autism. The Behavior Analyst Today, 11(2), 128–144. http://dx.doi.org/10.1037/h0100696
Keenan, M., & Dillenburger, K. (2011). When all you have is a hammer …: RCTs and hegemony in science. Research in Autism Spectrum Disorders, 5(1), 1–13. https://doi.org/10.1016/j.rasd.2010.02.003
Kovshoff, H., Hastings, R. P., & Remington, B. (2011). Two-year outcomes for children with autism after the cessation of Early Intensive Behavioral Intervention. Behavior Modification, 35(5), 427–450. https://doi.org/10.1177/0145445511405513
Lee, S.-H., Simpson, R. L., & Shogren, K. A. (2007). Effects and implications of self-management for students with autism. Focus on Autism and Other Developmental Disabilities, 22(1), 2–13. https://doi.org/10.1177/10883576070220010101
Lind, J. (1753). A treatise of the scurvy in three parts. Sands, Murray & Cochran.
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9. https://doi.org/10.1037//0022-006x.55.1.3
Magiati, I., Charman, T., & Howlin, P. (2007). A two-year prospective follow-up study of community-based early intensive behavioural intervention and specialist nursery provision for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 48, 803–812. https://doi.org/10.1111/j.1469-7610.2007.01756.x
Manolov, R., & Moeyaert, M. (2017). Recommendations for choosing single-case data analytical techniques. Behavior Therapy, 48(1), 97–114. https://doi.org/10.1016/j.beth.2016.04.008
Mansournia, M. A., Higgins, J. P., Sterne, J. A., & Hernán, M. A. (2017). Biases in randomized trials: A conversation between trialists and epidemiologists. Epidemiology (Cambridge, Mass.), 28(1), 54–59. https://doi.org/10.1097/EDE.0000000000000564
Matos, M. A., & Mustaca, A. E. (2005). Análisis Comportamental Aplicado (ACA) y Trastornos Generalizados del Desarrollo (TGD): Su evaluación en Argentina [Applied behavior analysis and pervasive developmental disabilities: Assessment in Argentina]. Interdisciplinaria, 22, 59–76. https://www.redalyc.org/pdf/180/18022103.pdf
Medical Research Council. (1948). Streptomycin treatment of pulmonary tuberculosis. British Medical Journal, 2(4582), 769–782.
Michael J. (1974). Statistical inference for individual organism research: mixed blessing or curse?. Journal of applied behavior analysis, 7(4), 647–653. https://doi.org/10.1901/jaba.1974.7-647
Murza, K. A., Schwartz, J. B., Hahs-Vaughn, D. L., & Nye, C. (2016). Joint attention interventions for children with autism spectrum disorder: A systematic review and meta-analysis. International Journal of Language & Communication Disorders, 51(3), 236–251. https://doi.org/10.1111/1460-6984.12212
Parker, R. I., & Vannest, K. J. (2009). An improved effect size for single case research: Nonoverlap of all pairs (NAP). Behavior Therapy, 40, 357–367. https://doi.org/10.1016/j.beth.2008.10.006
Peters-Scheffer, N., Didden, R., Mulders, M., & Korzilius, H. (2013). Effectiveness of low intensity behavioral treatment for children with autism spectrum disorder and intellectual disability. Research in Autism Spectrum Disorders, 7(9), 1012–1025. https://doi.org/10.1016/j.rasd.2013.05.001
Reed, P., Osborne, L. A., & Corness, M. (2007). Brief report: Relative effectiveness of different home-based behavioral approaches to early teaching intervention. Journal of Autism and Developmental Disorders, 37, 1815–1821. https://doi.org/10.1007/s10803-006-0306-8
Reichow, B., Barton, E. E., Boyd, B. A., & Hume, K. (2012). Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD). The Cochrane Database of Systematic Reviews, 10, CD009260. https://doi.org/10.1002/14651858.CD009260.pub2
Reichow, B., Hume, K., Barton, E. E., & Boyd, B. A. (2018). Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD). The Cochrane Database of Systematic Reviews, 5(5), CD009260. https://doi.org/10.1002/14651858.CD009260.pub3
Reitzel, J., Summers, J., Lorv, B., Szatmari, P., Zwaigenbaum, L., Georgiades, S., et al. (2013). Pilot randomized controlled trial of a functional behavior skills training program for young children with autism spectrum disorder who have significant early learning skill impairments and their families. Research in Autism Spectrum Disorders, 7(11), 1418–1432. https://doi.org/10.1016/j.rasd.2013.07.025
Remington, B., Hastings, R. P., Kovshoff, H., degli Espinosa, F., Jahr, E., Brown, T. et al. (2007). Early intensive behavioral intervention: Outcomes for children with autism and their parents after two years. American Journal on Mental Retardation, 112, 418–438. https://doi.org/10.1352/0895-8017(2007)112[418:EIBIOF]2.0.CO;2
Richman, D. M., Barnard-Brak, L., Grubb, L., Bosch, A., & Abby, L. (2015). Meta-analysis of noncontingent reinforcement effects on problem behavior. Journal of Applied Behavior Analysis, 48(1), 131–152. https://doi.org/10.1002/jaba.189
Roberts, J., Williams, K., Carter, M., Evans, D., Parmenter, T., Silove, N., Clark, T., & Warren, A. (2011). A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based. Research in Autism Spectrum Disorders, 5(4), 1553–1566. https://doi.org/10.1016/j.rasd.2011.03.001
Rogers, S. J., Estes, A., Lord, C., Vismara, L., Winter, J., Fitzpatrick, A., Guo, M., & Dawson, G. (2012). Effects of a Brief Early Start Denver Model (ESDM)–Based Parent Intervention on toddlers at risk for Autism Spectrum Disorders: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(10), 1052–1065. https://doi.org/10.1016/j.jaac.2012.08.003
Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal of Mental Retardation, 110, 417–438. https://doi.org/10.1352/0895-8017(2005)110[417:IBTFCW]2.0.CO;2
Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, J. I., Crank, J., Albarran, S. A., Raj, S., Mahbub, P., & Woynaroski, T. G. (2020). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin, 146(1), 1–29. https://doi.org/10.1037/bul0000215
Sham, E., & Smith, T. (2014). Publication bias in studies of an applied behavior-analytic intervention: An initial analysis. Journal of Applied Behavior Analysis, 47(3), 663–678. https://doi.org/10.1002/jaba.146
Sheinkopf, S. J., & Siegel, B. (1998). Home based behavioral treatment of young children with autism. Journal of Autism and Developmental Disorders, 28, 15–23. https://doi.org/10.1023/a:1026054701472
Smith, T., Eikeseth, S., Klevstrand, M., & Lovaas, O. I. (1997). Intensive behavioral treatment for preschoolers with severe mental retardation and pervasive developmental disorder. American Journal of Mental Retardation, 102, 238–249. https://doi.org/10.1352/0895-8017(1997)102<0238:IBTFPW>2.0.CO;2
Smith, T., Groen, A. D., & Wynn, J. W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal of Mental Retardation, 105, 269–285. https://doi.org/10.1352/0895-8017(2000)105<0269:RTOIEI>2.0.CO;2
Stebletsova, G. (2013). Parental perceptions of the role of Applied Behaviour Analysis intervention for children with autism during the transition from early childhood education settings to primary school (Thesis, Master of Education). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/7957
Strauss, K., Vicari, S., Valeri, G., D’Elia, L., Arima, S., & Fava, L. (2012). Parent inclusion in Early Intensive Behavioral Intervention: The influence of parental stress, parent treatment fidelity and parent-mediated generalization of behavior targets on child outcomes. Research in Developmental Disabilities, 33(2), 688–703. https://doi.org/10.1016/j.ridd.2011.11.008
Tachibana, Y., Miyazaki, C., Ota, E., Mori, R., Hwang, Y., Kobayashi, E., Terasaka, A., Tang, J., & Kamio, Y. (2017). A systematic review and meta-analysis of comprehensive interventions for pre-school children with autism spectrum disorder (ASD). PLoS One, 12(12), e0186502. https://doi.org/10.1371/journal.pone.0186502
Taylor, S., Purdy, S. C., Jackson, B., Phillips, K., & Virues-Ortega, J. (2019). Evaluation of a home-based behavioral treatment model for children with tube dependency. Journal of Pediatric Psychology, 44(6), 656–668. https://doi.org/10.1093/jpepsy/jsz014
Test, D. W., Richter, S., Knight, V., & Spooner, F. (2010). A comprehensive review and meta-analysis of the Social Stories literature. Focus on Autism and Other Developmental Disabilities, 26(1), 49–62. https://doi.org/10.1177/1088357609351573
Thiemann, K. S., & Goldstein, H. (2001). Social Stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425–446. https://doi.org/10.1901/jaba.2001.34-425
Tiura, M., Kim, J., Detmers, D., & Baldi, H. (2017). Predictors of longitudinal ABA treatment outcomes for children with autism: A growth curve analysis. Research in Developmental Disabilities, 70, 185–197. https://doi.org/10.1016/j.ridd.2017.09.008
Virués-Ortega, J. (2010). Applied behavior analytic intervention for autism in early childhood: Meta-analysis, meta-regression and dose–response meta-analysis of multiple outcomes. Clinical Psychology Review, 30(4), 387–399. https://doi.org/10.1016/j.cpr.2010.01.008
Virues-Ortega, J., Moeyaert, M., Sivaraman, M., & Fernandez-Castilla, B. (2021). Quantifying outcomes in applied behavior analysis through visual and statistical analyses: A synthesis. In J. L. Matson (Ed.), Applied behavior analysis: A comprehensive handbook. Springer.
Virues-Ortega, J., Rodríguez, V., & Yu, C. T. (2013). Prediction of treatment outcomes and longitudinal analysis in children with autism undergoing intensive behavioral intervention. International Journal of Clinical and Health Psychology, 13(2), 91–100. https://doi.org/10.1016/s1697-2600(13)70012-7
Vivanti, G., Paynter, J., Duncan, E., Fothergill, H., Dissanayake, C., & Rogers, S. J. (2014). Effectiveness and feasibility of the Early Start Denver Model Implemented in a group-based community childcare setting. Journal of Autism and Developmental Disorders, 44(12), 3140–3153. https://doi.org/10.1007/s10803-014-2168-9
Wang, S. Y., Parrila, R., & Cui, Y. (2013). Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: Results from three-level HLM. Journal of Autism and Developmental Disorders, 43(7), 1701–1716. https://doi.org/10.1007/s10803-012-1726-2
Weiss, M. J. (1999). Differential rates of skill acquisition and outcomes of early intensive behavioral intervention for autism. Behavioral Interventions, 14, 3–22. https://doi.org/10.1002/(SICI)1099-078X(199901/03)14:1<3::AID-BIN25>3.0.CO;2-F
Wetherby, A. M., & Woods, J. J. (2006). Early social interaction project for children with autism spectrum disorders beginning in the second year of life: A preliminary study. Topics in Early Childhood Special Education, 26, 67–82. https://doi.org/10.1177/02711214060260020201
What Works Clearinghouse. (2020). Standards handbook. (version 4.1). Institute of Education Sciences.
What Works Clearinghouse. (2021). Lovaas model of applied behavior analysis. Retrieved from https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/295
Yu, Q., Li, E., Li, L., & Liang, W. (2020). Efficacy of interventions based on Applied Behavior Analysis for Autism Spectrum Disorder: A meta-analysis. Psychiatry Investigation, 17(5), 432–443. https://doi.org/10.30773/pi.2019.0229
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Virues-Ortega, J., Pérez-Bustamante, A., Tarifa-Rodriguez, A. (2022). Evidence-Based Applied Behavior Analysis (ABA) Autism Treatments: An Overview of Comprehensive and Focused Meta-Analyses. In: Matson, J.L., Sturmey, P. (eds) Handbook of Autism and Pervasive Developmental Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-88538-0_27
Download citation
DOI: https://doi.org/10.1007/978-3-030-88538-0_27
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-88537-3
Online ISBN: 978-3-030-88538-0
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)