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Overview of Early Intensive Behavioral Intervention for Children with Autism

Part of the Evidence-Based Practices in Behavioral Health book series (EBPBH)

Abstract

A number of interventions designed to ameliorate the cognitive, social, language, and behavioral deficits and excesses present in children with autism spectrum disorder (ASD) have been developed over the previous 50 years. These interventions tend to be most effective when they are early, intensive and behavioral. In this chapter, we review evidence related to intervention timing and summarize potential reasons why intervention delivered early in life may be more effective and/or efficient than later in life intervention. Next we summarize studies examining factors related to intervention intensity (e.g., optimal hours per week of intervention). Finally, we present characteristics that define an intervention as behavioral and consider the merits of a behavioral approach to intervention. We conclude with a description of the purpose and organization of the rest of this book.

Keywords

  • Autism spectrum disorder (ASD)
  • Cognitive deficits
  • Social deficits
  • Language deficits
  • Behavioral deficits
  • Early intensive behavioral interventions
  • Intervention intensity

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Fig. 1.1

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Lang, R., Hancock, T.B., Singh, N.N. (2016). Overview of Early Intensive Behavioral Intervention for Children with Autism. In: Lang, R., Hancock, T., Singh, N. (eds) Early Intervention for Young Children with Autism Spectrum Disorder. Evidence-Based Practices in Behavioral Health. Springer, Cham. https://doi.org/10.1007/978-3-319-30925-5_1

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