Scott M.

Myers, MD et,al (2007) In the last 2 decades, research and program

development in the area of educational intervention have focused largely on very
young children with ASDs because of earlier identification and evidence that early
intensive intervention may result in substantially better outcomes. It has also been
stated that most educational programs available to young children with ASDs are
based in their communities, and often, an eclectic treatment approach is used,
which draws on a combination of methods including applied behavior analytic
methods such as DTT; structured teaching procedures; speech-language therapy,
with or without picture communication or related augmentative or alternative
communication strategies; SI therapy; and typical preschool activities. Three studies
that compared intensive ABA programs (2540 hours/week) to equally intensive
eclectic approaches have suggested that ABA programs were significantly more
effective. Another study that involved children with ASDs and global developmental
delay/mental retardation retrospectively compared a less intensive ABA program
(mean: 12hours) to a comparably intensive eclectic approach and found statistically
significant but clinically modest outcomes that favored those in the ABA group.
Although the groups of children were similar on key dependent measures before
treatment began, these studies were limited because of parent-determined rather
than random assignment to treatment group. Additional studies to evaluate and
compare educational treatment approaches are warranted.
(pdf: Scott M. Myers, MD, Chris Plauche Johnson, MD, MEd,Management of Children With
Autism Spectrum Disorders 1st ed. 2017. Print. pp 2-5)
Angel Fettig et,al (2011) Challenging behavior has been defined as any behavior
that interferes with childrens learning and development, is harmful to children and
to others, and puts a child at high risk for later social problems or school failure
[1, 2]. Challenging behaviors can be a source of great frustration to teachers,
parents, and other caregivers. Early in life challenging behavior is developmentally
appropriate, and all children continue to engage in it periodically as they mature.
However, some children rely on challenging behavior as a way to get their needs
met [2]. Such children may need individualized interventions. It was also stated that
the relationship between a functional assessment-based parent intervention and
preschoolers' challenging behaviors was examined in the current study. A single
subject design with a multiple baseline across 2 parent-child dyads was
implemented. The researchers collaborated with parents to design the FA-based
interventions and parents received varying levels of support throughout the study.
Results indicate that parents were able to implement the functional assessmentbased interventions, and these interventions effectively reduced children's
challenging behaviors. In addition, parents continued implementing the intervention
strategies following termination of the intervention, and children's challenging
behaviors remained low.

(Angel Fettig and Michaelene M. Ostrosky Collaborating with Parents in Reducing Children's
Challenging Behaviors: Linking Functional Assessment to Intervention retrieved from
https://www.hindawi.com/journals/cdr/2011/835941/ )

Doug R. Moes et,al (2000) Children with autism often engage in problem
behavior that can be highly disruptive to ongoing family practices and routines. This
case study demonstrated child and family outcomes related to two distinct
treatment approaches for challenging behavior (prescriptive vs. contextualized) in a
family raising a child with autism. The processes of behavior change directed either
solely by the interventionist (prescriptive) and in collaboration with the family
(contextualized) were compared. The family-directed intervention involved an
assessment of family context (i.e., via discussion of daily routines) to inform the
design of a behavioral support plan. Information gathered from the assessment of
family routines was used to (a) help select specific behavioral strategies that were
compatible with family characteristics and preferences, and (b) construct teaching
methods that fit with the familys ongoing practices, routines, and interaction goals.
More favorable results (i.e., reductions in challenging behavior, an increase in ontask behavior) were observed within the contextualized treatment-planning phase
than were observed within the prescriptive treatment-planning phase. The
procedures and results are discussed in relation to the emerging literature
documenting the importance of contextualizing behavioral supports applied within
family settings.
(pdf: Doug R. Moes and William D. Frea, Using Family Context to Inform
Intervention Planning for the Treatment of a Child with Autism Volume 2, Number 1,
Winter 2000 pp 40-46)

Geraldine Dawson, PhD et,al (2010) there objectives was to conduct a

randomized, controlled trial to evaluate the efficacy of the Early Start Denver Model
(ESDM), a comprehensive developmental behavioral intervention, for improving
outcomes of toddlers diagnosed with autism spectrum disorder (ASD). Theyve
gathered Forty-eight children diagnosed with ASD between 18 and 30 months of age
were randomly assigned to 1 of 2 groups: (1) ESDM intervention, which is based on
developmental and applied behavioral analytic principles and delivered by trained
therapists and parents for 2 years; or (2) referralto communityprovidersfor
intervention commonly available in the community. And the result was
Comparedwith childrenwho received community-intervention, children who received
ESDM showed significant improvements in IQ, adaptive behavior, and autism
diagnosis. Two years after entering intervention, the ESDM group on average
improved 17.6 standard score points (1 SD: 15 points) compared with 7.0 points
inthe comparison group relativeto baseline scores. The ESDM group maintained its

rate of growth in adaptive behavior comparedwith a normative sample oftypically

developing children. In contrast, over the 2-year span, the comparison group
showed greater delays in adaptive behavior. Children who received ESDM also were
more likelyto experience a change in diagnosis from autism to pervasive
developmental disorder, not otherwise specified, than the comparison group. They
had concluded that This is the first randomized, controlled trial to demonstrate the
efficacy of a comprehensive developmental behavioral intervention for toddlers with
ASD for improving cognitive and adaptive behavior and reducing severity of ASD
diagnosis. Results of this study underscore the importance of early detection of and
intervention in autism.

(pdf: Geraldine Dawson, Sally Rogers, Jeffrey Munson, Milani Smith, Jamie
Winter, Jessica Greenson,Amy Donaldson, Jennifer Varley Randomized,
Controlled Trial of an Intervention for Toddlers With Autism: The Early Start Denver
Model PEDIATRICS Volume 125, Number 1, January 2010 pp 17-22)