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Int'l Symposium - SCAmP: A UK-Based Evaluation of Early Intensive Behavioural Intervention for Autism |
Monday, May 30, 2005 |
10:30 AM–11:50 AM |
Stevens 5 (Lower Level) |
Area: AUT; Domain: Applied Research |
Chair: Bob Remington (BRAIDD) |
Abstract: This symposium describes the Southampton Childhood Autism Program (SCAmP), a UK based research project designed to deliver early intensive behavioral intervention to pre-school children with autism. We outline the key research questions we addressed, describe the curriculum that we delivered, and present the key outcome research data for children and their parents. Finally, we discuss the practical challenges involved in delivering and evaluating an experimental ABA intervention program a UK public sector context, where there is little institutional familiarity with the methods or principles on which the treatment is based. The considerable difficulties encountered deserve consideration because understanding the issues involved can help lead to more effective future services. |
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The Southampton Childhood Autism Program (SCAmP): The Research Context |
BOB REMINGTON (University of Southampton, UK), Richard P. Hastings (University of Wales, Bangor), Francesca Degli Espinosa (University of Southampton, UK), Hanna Kovshoff (University of Southampton, UK), Erik Jahr (Akershus University Hospital, Norway), Tony Brown (University of Southampton, UK) |
Abstract: The Southampton Childhood Autism Program (SCAmP) was established with the support of 11 Southern England Local Education Authorities. We were thus able to construct a publicly funded 2 year intervention program for three cohorts of 10 pre-school children with autism. Charitable research funding further allowed us to carry out an outcome evaluation comparing children receiving ABA intervention (and their parents) with a control group receiving standard services. This presentation describes the context of the research, the overall research design used, and the practical problems encountered. The latter (which included under-recruitment children with autism; difficulties in tutor recruitment, retention and training; parental commitment; and geographical spread) led to substantial changes in the original design of the study. Nevertheless, we have continued successfully to address our initial research questions. It is instructive to consider difficulties we encountered in delivering an effective research and intervention package in a public service context because a fuller understanding of the processes can inform the design of future services. |
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Development and Validation of a Standardized Curriculum for Early Behavioral Intervention |
FRANCESCA DEGLI ESPINOSA (University of Southampton, UK), Bob Remington (University of Southampton, UK), Erik Jahr (Akershus University Hospital, Norway), Richard P. Hastings (University of Wales, Bangor), Monika Lemaic (University of Southampton, UK), Paula Filby (University of Southampton, UK), Hanna Kovshoff (University of Southampton, UK) |
Abstract: This paper describes the initial development and validation of a standardized Early Behavioral Intervention Curriculum (EBIC). The EBIC centers around eight main skill areas drawn from the behavioral and developmental literature, thus providing a detailed structure for monitoring children’s development, within which progress can be assessed in terms of behavioral objectives introduced and achieved. Empirical support for the EBIC is presented using data from 14 children with autism who participated in the Southampton Childhood Autism Program (SCAmP). Correlations observed between these children’s performance across the EBIC’s domains and standardized outcome measures indicate that the EBIC may provide a preliminary stage in the development of a comprehensive curriculum for early behavioral interventions for children with autism. The research presented is discussed in terms of relations between EBIC data and standardized measures of intellectual functioning, and with regard to use of the EBIC as a supplementary indicator of the SCAmP intervention’s internal validity. |
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Clinical Significance of Outcome After 24 Months in Early Intensive Behavioural Intervention |
HANNA KOVSHOFF (University of Southampton, UK), Bob Remington (University of Southampton, UK), Richard P. Hastings (University of Wales, Bangor), Francesca Degli Espinosa (University of Southampton, UK), Erik Jahr (Akershus University Hospital, Norway), Tony Brown (University of Southampton, UK), Paula Filby (University of Southampton, UK), Monika Lemaic (University of Southampton, UK) |
Abstract: This paper examines key outcomes for children with autism after 12 and 24 months of intensive Applied Behavior Analysis (ABA) intervention, applying principles of clinically significant change. Data from 46 pre-school children with autism, 24 on ABA programs and 21 in a standard services control group, were gathered at baseline, 12, and 24 months. Standard tests of intellectual functioning, and adaptive behavior were applied. ANCOVA analyses for data after 12 months of intervention revealed significant increases in IQ and MA for the ABA group. Using the Reliable Change Index to identify clinically significant change in IQ scores showed that four children in the ABA group met criteria for clinically significant improvement while one child met criteria for clinically significant regression. Conversely, one child in the comparison group improved while two children regressed significantly. Thus both group and individual child results to date support the effectiveness of ABA intervention over the comparison group. Results from our two year follow-up will also be discussed in relation to the one year follow up data. Further research is needed to address longer term outcomes, and to identify program, child, and family variables that predict clinically significant improvement. |
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Outcomes for Families of Children with Autism in Early Intensive Behavioural Intervention |
RICHARD P. HASTINGS (University of Wales, Bangor), Hanna Kovshoff (University of Southampton, UK), Corinna F. Grindle (University of Southampton, UK), Bob Remington (University of Southampton, UK), Francesca Degli Espinosa (University of Southampton, UK), Erik Jahr (Akershus University Hospital, Norway), Tony Brown (University of Southampton, UK), Nicholas Ward (University of Southampton, UK) |
Abstract: This paper describes the impact of Early Intensive Behavioural Intervention (EIBI) on parents of children with autism. Data from the families of 48 pre-school children with autism were gathered at baseline 12 and 24 months after SCAmP intervention began. Twenty-four were on EIBI program delivered by SCAmP or other providers, and 21 were a standard services control group. Measures of maternal and paternal mental health, stress and positive perceptions were obtained at each data collection point. ANCOVA comparisons showed no differences between the EIBI group and the control group at 12 months for mothers or for fathers. Although both EIBI and control groups showed elevated depression over the data collection period, this change was no more marked in either group. Results from our two year follow-up will also be discussed in relation to the one year follow up data and to social validity data obtained by interview. Consistent with previous research studies, the data to date show no additional burden on parents of engaging in EIBI. Nevertheless, parents reported high levels of stress indicating that they would benefit from further clinical support. |
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