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Report of the Maine Administrators of Services for Children
with Disabilities: “Over 30 years of rigorous research and
peer review of applied behavior analysis’ effectiveness for
individuals with autism demonstrate ABA has been objectively
substantiated as effective based upon the scope and quality of
science.”
“Early interventionists should leverage early autism diagnosis
with the proven efficacy of intensive ABA for optimal outcome and
long-term cost benefit.”
“The importance of early, intensive intervention for children
with autism cannot be overstated.”
“Furthermore, early, intensive, effective intervention offers
the hope of significant cost/benefit.”
Maine Administrators of Services for Children with
Disabilities (1999). Report of the MADSEC Autism Task Force.
MADSEC, Manchester, ME
Clinical Practice Guideline Report of the Recommendations
for Autism and Pervasive Developmental Disorders by the New York
State Department of Health:
“Based upon strong scientific evidence, it is recommended that
principles of applied behavior analysis and behavior intervention
strategies be included as an important element of any intervention
program for young children with autism.”
“Based upon the panel consensus opinion, it is recommended that
all professional and paraprofessionals who function as therapists
in an intensive behavioral intervention program receive regular
supervision from a qualified professional with specific expertise
in applied behavioral approaches.”
“Based upon strong scientific evidence, it is important to
include parents as active participants in the intervention team to
the extent of their interests, resources, and abilities.”
“Based upon strong scientific evidence, it is recommended that
training of parents in behavioral methods for interacting with
their child be extensive and ongoing and include regular
consultation with a qualified professional.”
New York State Department of Health Early Intervention Program.
(1999). Clinical Practice Guideline Report of the Recommendations
for Autism/Pervasive Developmental Disorders. New York State
Department of Health, Albany, NY.
Practice Parameters Consensus Panel of the following
Professional Organizations and Agencies:
- American Academy of Neurology
- American Academy of Family Physicians
- American Academy of Pediatrics
- American Occupational Therapy Association
- American Psychological Association
- American Speech-Language Hearing Association
- Society for Developmental and Behavioral Pediatrics
- Autism Society of America
- National Alliance for Autism Research
- National Institute of Child Health & Human Development
- National Institute of Mental Health
“The press for early identification comes from evidence
gathered over the past 10 years that intensive early intervention
in optimal educational settings results in improved outcomes in
most young children with autism, including speech in 75% or more
and significant increases in rates of developmental progress and
intellectual performance.”
“However, these kinds of outcomes have been documented only for
children who receive 2 years or more of intensive intervention
services during the preschool years.”
“Autism must be recognized as a medical disorder, and managed
care policy must cease to deny appropriate medical or other
therapeutic care under the rubric of “developmental delay” or
“mental health condition.”
“Existing governmental agencies that provide services to
individuals with developmental disabilities must also change their
eligibility criteria to include all individuals on the autistic
spectrum, whether or not the relatively narrow criteria for
Autistic Disorder are met, who nonetheless must also receive the
same adequate assessments, appropriate diagnoses, and treatment
options as do those with the formal diagnosis of Autistic
Disorder.”
Filipek, P.A. et al. (1999). The screening and diagnosis of
autistic spectrum disorders. Journal of Autism and Developmental
Disorders. 29, 439-484.
Practice Parameters for Autism by the American Academy of
Child and Adolescent Psychiatry:
“At the present time the best available evidence suggests the
importance of appropriate and intensive educational interventions
to foster acquisition of basic social, communicative, and
cognitive skills related to ultimate outcome.”
“Early and sustained intervention appears to be particularly
important, regardless of the philosophy of the program, so long as
a high degree of structure is provided. Such programs have
typically incorporated behavior modification procedures and
applied behavior analysis.”
“These methods build upon a large body of research on the
application of learning principles to the education of children
with autism and related conditions.”
“It is clear that behavioral interventions can significantly
facilitate acquisition of language, social, and other skills and
that behavioral improvement is helpful in reducing levels of
parental stress.”
“Considerable time (and money) is required for implementation
of such programs, and older and more intellectually handicapped
individuals are apparently less likely to respond.”
Volkmar, F., Cook, E.H., Pomeroy, J., Realmuto, G. & Tanguay,
P. (1999). Practice parameters for the assessment and treatment of
children, adolescents, and adults with autism and other pervasive
developmental disorders. Journal of the American Academy of Child
and Adolescent Psychiatry, 38 (Supplement), 32s-54s
Mental Health: A Report of the U.S. Surgeon General:
"Thirty years of research demonstrated the efficacy of applied
behavioral methods in reducing inappropriate behavior and in
increasing communication, learning, and appropriate social
behavior. "
"A well-designed study of a psychosocial intervention was
carried out by Lovaas and colleagues (Lovaas, 1987; McEachin et
al., 1993). Nineteen children with autism were treated intensively
with behavior therapy for 2 years and compared with two control
groups. Follow-up of the experimental group in first grade, in
late childhood, and in adolescence found that nearly half the
experimental group but almost none of the children in the matched
control group were able to participate in regular schooling."
Satcher, D. (1999). Mental health: A report of the surgeon
general. U.S. Public Health Service. Bethesda, MD. |
