Varied treatment response in young children with autism: A relative comparison of structured and naturalistic behavioral approaches
Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts...
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| Published in | Autism : the international journal of research and practice Vol. 24; no. 2; pp. 338 - 351 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
London, England
SAGE Publications
01.02.2020
SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1362-3613 1461-7005 1461-7005 |
| DOI | 10.1177/1362361319859726 |
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| Abstract | Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training and pivotal response training for teaching young children at risk for autism spectrum disorder receptive and expressive language, play, and imitation skills. Using a single-subject adapted alternating treatments design, children received both the treatments for 12 weeks. Data were collected during treatment and at 3-month follow-up. All participants acquired target skills in both treatments and demonstrated some generalization, maintenance, and spontaneous skill use. Pivotal response training and discrete trial training were each more effective for some children and domains. The results suggest that early rates of learning may be predictive of longer-term treatment response and useful in informing treatment decisions. |
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| AbstractList | Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training and pivotal response training for teaching young children at risk for autism spectrum disorder receptive and expressive language, play, and imitation skills. Using a single-subject adapted alternating treatments design, children received both the treatments for 12 weeks. Data were collected during treatment and at 3-month follow-up. All participants acquired target skills in both treatments and demonstrated some generalization, maintenance, and spontaneous skill use. Pivotal response training and discrete trial training were each more effective for some children and domains. The results suggest that early rates of learning may be predictive of longer-term treatment response and useful in informing treatment decisions. Heterogeneity of treatment response is common for children with autism spectrum disorder (ASD). Thus, many providers vary which intervention is used based on child characteristics and learning domain. Improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training (DTT) and pivotal response training (PRT) for teaching young children at risk for ASD receptive and expressive language, play, and imitation skills. Using a single-subject adapted alternating treatments design, children received both treatments for 12 weeks. Data were collected during treatment and at 3-month follow-up. All participants acquired target skills in both treatments and demonstrated some generalization, maintenance, and spontaneous skill use. PRT and DTT were each more effective for some children and domains. The results suggest that that early rates of learning may be predictive of longer-term treatment response and useful in informing treatment decisions. Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training and pivotal response training for teaching young children at risk for autism spectrum disorder receptive and expressive language, play, and imitation skills. Using a single-subject adapted alternating treatments design, children received both the treatments for 12 weeks. Data were collected during treatment and at 3-month follow-up. All participants acquired target skills in both treatments and demonstrated some generalization, maintenance, and spontaneous skill use. Pivotal response training and discrete trial training were each more effective for some children and domains. The results suggest that early rates of learning may be predictive of longer-term treatment response and useful in informing treatment decisions.Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training and pivotal response training for teaching young children at risk for autism spectrum disorder receptive and expressive language, play, and imitation skills. Using a single-subject adapted alternating treatments design, children received both the treatments for 12 weeks. Data were collected during treatment and at 3-month follow-up. All participants acquired target skills in both treatments and demonstrated some generalization, maintenance, and spontaneous skill use. Pivotal response training and discrete trial training were each more effective for some children and domains. The results suggest that early rates of learning may be predictive of longer-term treatment response and useful in informing treatment decisions. |
| Author | Jobin, Allison |
| Author_xml | – sequence: 1 givenname: Allison orcidid: 0000-0003-4714-7803 surname: Jobin fullname: Jobin, Allison email: ajobin@ucsd.edu |
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| SubjectTerms | At Risk Persons At risk populations Autism Autism Spectrum Disorder - psychology Autism Spectrum Disorder - therapy Autism Spectrum Disorders Autistic children Behavior Behavior Therapy - methods Decision making Efficacy Expressive Language Female Generalization Humans Imitation Individualized Instruction Infant Instructional Effectiveness Intervention Language Skills Male Outcomes of Treatment Pervasive Developmental Disorders Responses Skill Development Skills Teaching Teaching Methods Treatment Outcome Young Children |
| Title | Varied treatment response in young children with autism: A relative comparison of structured and naturalistic behavioral approaches |
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