NYS DEPARTMENT of HEALTH
Autism/Pervasive Developmental Disorders
Assessment and Intervention
for Young Children
(Age 0-3 Years) - Clinical Practice Guideline: Report of the Recommendations
After screening
300 articles and selecting the 49 studies with the highest scientific standards, the Clinical Practice Guidelines for Autism/Pervasive
Developmental Disorders published in 1999 by the NYS Department of Health states, “It is important to identify children
with autism and begin appropriate interventions as soon as possible since such early interventions may help speed the child’s
overall development, reduce inappropriate behaviors, and lead to better long-term functional outcomes.” (page IV-4)
NYS DEPARTMENT of HEALTH
Communication
Disorders - Clinical Practice Guideline: Report of the Recommendations
After screening
372 articles, and selecting the 40 studies with the highest scientific standards, the Clinical Practice Guidelines for Communication
Disorders published in 1999 by the NYS Department of Health recommends: “It is important to identify children with communication
disorders and begin appropriate interventions as soon as possible. Early intervention may help speed the
child’s overall language development and lead to better long-term functional outcomes.” (page IV-6)
THE WORLD BANK
The World Bank has published a book
entitled “Early Child Development: Investing in the Future”. In Chapter I (“The Case
for Early Intervention”) the authors state:
“Thirty years of research has shown
that such programs can improve primary and even secondary school performance, increase children’s prospects for higher
productivity, and reduce the probability that they will become burdens on public health and social service budgets.”
U.S. SURGEON GENERAL
A
report on autism by the U.S. Surgeon General states: “Intensive, sustained special education programs and behavior
therapy early in life can increase the ability of a child with autism to acquire language and ability to learn…Thirty
years of research has demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing
communication, learning, and appropriate social behavior.”
JOURNAL
of the AMERICAN MEDICAL ASSOCIATION
A 2001 cost-benefit study published in the Journal
of the American Medical Association (JAMA, 5/8/01, vol. 285, no.18) found that an early intervention program costing $6,730
per child generated a return on investment of $47,759 for each child. This means that for every $1 invested, $7.10 was returned
to society in the form of decreased expenditures (e.g., fewer subsequent special education services, less grade retention).
(When similar services for 2nd & 3rd graders were analyzed, results showed a return of only $1.66 for every $1
invested.)
BEHAVIORAL INTERVENTION
An article published in the peer-reviewed journal Behavioral Intervention (Jacobson, Mulick, & Green;
1998, vol.13, pages 201-226) found that if 100 children are provided with intensive Early Intervention services, and only
40 of the children demonstrate just partial improvement, the school district STILL would save $9.5 million over the course
of their school years from age 3 to 22.
THE RAND CORPORATION
Proven Benefits of Early Intervention (2005)
Well-designed
early childhood interventions have been found to generate a return to society ranging from $1.80 to $17.07 for each dollar
spent on the program. Early childhood intervention programs have been shown to yield benefits in academic achievement, behavior,
educational progression and attainment, delinquency and crime, and labor market success, among other domains. Also, prior
to this 2005 report, in 1999 The Rand Corporation reported that the IQ’s of children who had Early Intervention were
10 points higher than a control group’s. That report went on to conclude that the societal benefits
of early intervention exceed the costs.
CENTERS for
DISEASE CONTROL (CDC)
Citing the National Research Council. Educating Children with
Autism. Washington, DC: National Academy Press, the CDC states, “Research shows that early intervention treatment services
can greatly improve a child’s development. “
PEDIATRICS
(a journal of the American Academy of Pediatrics)
Early Intervention and Language
Development in Children Who Are Deaf and Hard of Hearing
Significantly better language
scores were associated with early enrollment in intervention. High levels of family involvement correlated with positive language
outcomes, and, conversely, limited family involvement was associated with significant child language delays at 5 years of
age, especially when enrollment in intervention was late. The results suggest that success is achieved when early identification
is paired with early interventions that actively involve families.
PEDIATRICS
Vol. 106 No. 3 September 1, 2000, pp. e43. Mary Pat Moeller, MS
PEDIATRICS (a journal
of the American Academy of Pediatrics)
Early intervention for disabled infants
and their families: A quantitative analysis.
In support of home-, routines-based early
intervention, it was found that parent involvement resulted in significantly greater effects than interventions without parent
involvement.
Pediatrics, 80, 650-658. Shonkoff, J., & Hauser-Cram, P. (1987).
AMERICAN PSYCHOLOGIST (a journal of the American Psychological
Association)
The efficacy of psychological, educational, and behavioral treatment:
Confirmation from meta-analysis.
The review shows a strong, dramatic pattern of positive
overall effects of well-developed psychological, educational, and behavioral treatment is generally efficacious.
American Psychologist, Vol. 48(12), Dec 1993, 1181-1209. Lipsey, Mark W.; Wilson, David
B.
BRITISH JOURNAL
of DEVELOPMENTAL DISABILITIES: Down Syndrome
Effect of parental intervention
on motor development of Down syndrome infants between birth and two years.
In support
of home-, routines-based early intervention, it was found that motor development increased when parents were highly involved
(and motor development decreased when parent involvement low).
British Journal
of Developmental Disabilities, 44(87), 94-101. Torres, C., & Buceta, J. (1998).
AMERICAN JOURNAL on MENTAL RETARDATION
Randomized
Trial of Intensive Early Intervention for Children With Pervasive Developmental Disorder
Abstract:
Young children with pervasive developmental disorder were randomly assigned to intensive treatment
or parent training. The intensive treatment group (7 with autism, 8 with pervasive developmental disorder not otherwise specified—NOS)
averaged 24.52 hours per week of individual treatment for one year, gradually reducing hours over the next 1 to 2 years. The
parent training group (7 with autism, 6 with pervasive developmental disorder NOS) received 3 to 9 months of parent training.
The groups appeared similar at intake on all measures; however, at follow-up the intensive treatment group outperformed the
parent-training group on measures of intelligence, visual-spatial skills, language, and academics, though not adaptive functioning
or behavior problems. Children with pervasive developmental disorder NOS may have gained more than those with autism.
American Journal on Mental Retardation: July 2000, Vol. 105, No. 4, pp. 269-285.
Tristram Smith, Annette D. Groen, and Jacqueline W. Wynn (2000)
ANALYSIS and INTERVENTION in DEVELOPMENTAL DISABILITIES
Age
at intervention and treatment outcome for autistic children in a comprehensive intervention program
This
study compared the treatment outcomes of nine autistic children who began receiving intensive behavioral intervention prior
to 60 months of age with outcomes for nine other children who entered the same intervention program after 60 months of age.
Age at program entry was found to be strongly related to positive treatment outcome (i.e., to children's continued residence
with their natural parents and attendance at public school classes). This investigation underlines the importance of early
behavioral intervention for autistic children.
Analysis and Intervention in Developmental Disabilities, Volume 5, Issues 1-2, 1985, Pages 49-58. Edward C. Fenskea, Stanley Zalenskia, Patricia J. Krantza, Lynn E. McClannahan
CURRENT OPINION in PSYCHIATRY
Early Intervention
This review considered literature reviews,
program descriptions, and empirical studies in two broad areas of early intervention: for children with developmental disabilities,
and for children considered at-risk for developmental problems. It was concluded that comprehensive early intervention programs
can be quite effective for young children with developmental disabilities, as well as for children who are at risk due to
biological or environmental factors.
Current Opinion in Psychiatry. 2003;
16(5). Bruce L Baker, Kristin Abbott Feinfield
TOPICS
in EARLY CHILDHOOD SPECIAL EDUCATION: Cerebral Palsy
Parental participation
in intervention programs for children with cerebral palsy: A review of research.
In support
of home-, routines-based early intervention, it was found that across studies there were significantly better child outcomes
with parent involvement and strategy use for children with Cerebral Palsy.
Topics
in Early Childhood Special Education, 18, 108-117. Ketelaar, M., Vermeer, A., Helders, P., Hart, H. (1998).
TOPICS in EARLY CHILDHOOD SPECIAL EDUCATION: Low Birth
Weight
The relationship of parent-child interaction to the effectiveness of
early intervention services for at-risk children and children with disabilities.
In support
of home-, routines-based early intervention, it was found that maternal responsiveness was a significant predictor of child
development. Intervention effects were unlikely without quality parent interactions. The authors concluded that EI not only
worked with parents but also helped them learn more effective ways of interacting with their children, and broad-based general
development was promoted.
Topics in Early Childhood Special Education, 18, 5-17.
Mahoney, G., Boyce, G., Fewell, R., Spiker, D., Wheedon, C., (1998).
TOPICS in EARLY CHILDHOOD SPECIAL EDUCATION: Family Systems
Influences
of family-systems intervention practices on parent-child interaction and child development.
910
families were studied. In support of home-, routines-based early intervention, it was found that capacity-building, help-giving,
and family systems intervention practices were significantly and directly related to effective parenting skills and parent
well-being. Also, parent well-being was significantly related to positive parent-child interaction and positive child developmental
outcomes.
Topics in Early Childhood Special Education, 30, 3- 19, Trivette,
C., Dunst, C., & Hamby, D. (2010).