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Journal articles on the topic 'Autism Intervention'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Kuehn, Bridget M. "Autism Intervention." JAMA 305, no. 4 (2011): 348. http://dx.doi.org/10.1001/jama.2010.1963.

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2

Reddy, T. Anitha. "Behavioural Intervention for Children with Intellectual Disability having Autism." Indian Journal of Applied Research 3, no. 12 (2011): 437–39. http://dx.doi.org/10.15373/2249555x/dec2013/133.

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3

Ben-Itzchak, Esther, and Ditza A. Zachor. "Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study." Autism 25, no. 6 (2021): 1682–93. http://dx.doi.org/10.1177/13623613211000501.

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Controlled studies examining canine therapy in autism spectrum disorder are scarce. This study examined the effectiveness of a “Dog Training Intervention” on adaptive skills, autism severity, and anxiety using a controlled crossover design. Seventy-three participants diagnosed with autism spectrum disorder ( Mage = 4:10 ± 1:0) were divided into two groups that received the dog training intervention during half of the school year in addition to standard-of-care interventions. The dog training intervention, in which the children were taught how to interact with and train dogs, was given twice we

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4

Dunst, Carl J., Carol M. Trivette, and Deborah W. Hamby. "Meta-Analysis of Studies Incorporating the Interests of Young Children with Autism Spectrum Disorders into Early Intervention Practices." Autism Research and Treatment 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/462531.

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Incorporating the interests and preferences of young children with autism spectrum disorders into interventions to promote prosocial behavior and decrease behavior excesses has emerged as a promising practice for addressing the core features of autism. The efficacy of interest-based early intervention practices was examined in a meta-analysis of 24 studies including 78 children 2 to 6 years of age diagnosed with autism spectrum disorders. Effect size analyses of intervention versus nonintervention conditions and high-interest versus low-interest contrasts indicated that interest-based interven

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5

Bradshaw, Jessica, Ashley Trumbull, Jennifer Stapel-Wax, et al. "Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder." Autism 24, no. 7 (2020): 1874–84. http://dx.doi.org/10.1177/1362361320928829.

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Early intervention has been established as efficacious in addressing developmental delays in young children with autism spectrum disorder. Evidence that caregiver-implemented interventions are feasible and effective for young children with autism spectrum disorder is emerging, yet research suggests there are barriers to enrollment in clinical trials of these interventions for infants at risk for autism. This study identifies factors associated with enrollment in a clinical trial of a caregiver-implemented intervention for 12-month-old infants at risk for autism spectrum disorder. As part of a

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Richard, Gail J. "Focusing Intervention for Autism." ASHA Leader 22, no. 4 (2017): 4–5. http://dx.doi.org/10.1044/leader.ftp.22042017.4.

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7

Ntaountaki, Polyxeni, Georgia Lorentzou, Andriana Lykothanasi, Panagiota Anagnostopoulou, Vasiliki Alexandropoulou, and Athanasios Drigas. "Robotics in Autism Intervention." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 7, no. 4 (2019): 4. http://dx.doi.org/10.3991/ijes.v7i4.11448.

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Autism Spectrum Disorders is a group of lifelong disabilities that affect people's communication and underlying social messages. The state of the art is an indication of how technology, and in particular robotics, can offer promising tools to enhance research and treatment in ASD. This review represents an attempt to investigate how robot-assistive therapy strategies help children with autism increase social interaction and to imitate, recognize and express feelings. One of the major questions of this paper was if the robots appear to be effective means in assistive therapies. The research tea

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8

GORDON, DEBRA. "Early Intervention in Autism." Neurology Now 5, no. 5 (2009): 23–26. http://dx.doi.org/10.1097/01.nnn.0000361357.76638.f4.

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9

Corsello, Christina M. "Early Intervention in Autism." Infants & Young Children 18, no. 2 (2005): 74–85. http://dx.doi.org/10.1097/00001163-200504000-00002.

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10

Hampton, Lauren H., Ann P. Kaiser, and Elizabeth A. Fuller. "Multi-component communication intervention for children with autism: A randomized controlled trial." Autism 24, no. 8 (2020): 2104–16. http://dx.doi.org/10.1177/1362361320934558.

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The objective of this study is to evaluate the effectiveness of a multi-component communication intervention on social communication for young children with autism. As many as half of children with autism are not yet talking by age 3, and up to a third of children with autism will remain minimally verbal past age 5. Spoken language outcomes are greatest when parents and clinicians are delivering language interventions to children with autism as compared to parents or clinicians alone. This study incorporates caregiver training, Discrete Trial Teaching, and JASP + EMT + SGD. A total of 68 child

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11

Badzis, Mastura, and Mimi Fitriana Zaini. "Early Identification and Intervention of Autism Spectrum Disorder Among Young Children." IIUM Journal of Educational Studies 2, no. 1 (2014): 67–89. http://dx.doi.org/10.31436/ijes.v2i1.25.

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The present study focused on the paramount importance of early identification and intervention of Autism Spectrum Disorder (ASD) among young children. The focus of the study is on children with autism and their typical characters which are identified by adults. The study investigates the occurrence of Autistic Spectrum Disorder (ASD) among young children from the parents’ perspective. This descriptive and analytical study aimed at finding 1) parents’ perception of the need of early identification and intervention of children with autism, 2) parents’ own perception of the challenges and strateg

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12

Reddy, T. Anitha. "Special educational Intervention for Children with Intellectual disability having Autism." Global Journal For Research Analysis 3, no. 5 (2012): 101–2. http://dx.doi.org/10.15373/22778160/may2014/37.

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13

Case, Layne, and Joonkoo Yun. "The Effect of Different Intervention Approaches on Gross Motor Outcomes of Children With Autism Spectrum Disorder: A Meta-Analysis." Adapted Physical Activity Quarterly 36, no. 4 (2019): 501–26. http://dx.doi.org/10.1123/apaq.2018-0174.

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Despite the rising interest in intervention for children with autism spectrum disorder, the extent to which interventions are effective on gross motor outcomes is currently unknown. The purpose of this study was to analyze the effect of different intervention approaches on gross motor outcomes among children with autism spectrum disorder using meta-analysis. A total of 18 studies met the inclusion criteria for quantitative analysis. Pre- and posttest means and SD s were extracted to calculate effect sizes. Potential moderator variables were chosen based on important intervention characteristic

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14

Sandbank, Micheal, Kristen Bottema-Beutel, Shannon Crowley, et al. "Intervention Effects on Language in Children With Autism: A Project AIM Meta-Analysis." Journal of Speech, Language, and Hearing Research 63, no. 5 (2020): 1537–60. http://dx.doi.org/10.1044/2020_jslhr-19-00167.

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Purpose This study synthesized effects of interventions on language outcomes of young children (ages 0–8 years) with autism and evaluated the extent to which summary effects varied by intervention, participant, and outcome characteristics. Method A subset of effect sizes gathered for a larger meta-analysis (the Autism Intervention Meta-analysis or Project AIM) examining the effects of interventions for young children with autism, which were specific to language outcomes, was analyzed. Robust variance estimation and metaregression were used to calculate summary and moderated effects while contr

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15

Guler, Jessy, Petrus J. de Vries, Noleen Seris, Nokuthula Shabalala, and Lauren Franz. "The importance of context in early autism intervention: A qualitative South African study." Autism 22, no. 8 (2017): 1005–17. http://dx.doi.org/10.1177/1362361317716604.

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The majority of individuals with autism spectrum disorder live in low- and middle-income countries and receive little or no services from health or social care systems. The development and validation of autism spectrum disorder interventions has almost exclusively occurred in high-income countries, leaving many unanswered questions regarding what contextual factors would need to be considered to ensure the effectiveness of interventions in low- and middle-income countries. This study qualitatively explored contextual factors relevant to the adaptation of a caregiver-mediated early autism spect

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Pasha, Shaheen, Shakeela Shah, and Ghazal Khalid Siddiqui. "Speech-Language Intervention used by Professionals for Children with Autism Spectrum Disorder in Pakistan." Journal of Business and Social Review in Emerging Economies 7, no. 2 (2021): 369–74. http://dx.doi.org/10.26710/jbsee.v7i2.1649.

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This study will benefit the field of Autism as well as the incorporation of communication interventions for the Professionals for Children with Autism in Pakistan. The objective of the study was to find the most common types of Speech-Language interventions used by professionals, Speech-Language interventions preferred by professionals, Speech-Language interventions supported by parents of children with autism. The study was quantitative the data was collected from the100 health Professionals working in government and private autism centers or settings in different cities of Punjab. A purposiv

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GRASU, Mihaela. "The Role of Associative Sector in Intervention of Children with Autism." Revista Romaneasca pentru Educatie Multidimensionala 07, no. 01 (2015): 117–28. http://dx.doi.org/10.18662/rrem/2015.0701.08.

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18

Green, J., T. Charman, H. Mc Conachie, et al. "FC14-05 - Parent-mediated communication-focused treatment for preschool children with autism (MRC PACT); a randomised controlled trial." European Psychiatry 26, S2 (2011): 1897. http://dx.doi.org/10.1016/s0924-9338(11)73601-x.

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IntroductionEvidence from previous small trials has suggested the effectiveness of early social communication interventions for autism.ObjectivesThe Preschool Autism Communication Trial (PACT) investigated the efficacy of such an intervention in the largest psychosocial autism trial to date.AimsTo provide a stringent test of a pre-school communication intervention for autism.Methods152 children with core autism aged 2 years - 4 years 11 months in a 3 site 2 arm single (assessor) blinded randomised controlled trial of the parent-mediated communication-focused intervention added to treatment as

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19

Venkatesh, S., S. Greenhill, D. Phung, B. Adams, and T. Duong. "Pervasive multimedia for autism intervention." Pervasive and Mobile Computing 8, no. 6 (2012): 863–82. http://dx.doi.org/10.1016/j.pmcj.2012.06.010.

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20

Mahoney, Diana, and CARL C. BELL. "Autism: Early Screening, Intervention Imperative." Clinical Psychiatry News 34, no. 9 (2006): 45. http://dx.doi.org/10.1016/s0270-6644(06)71749-0.

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21

Cheung, Sen-ching Samson. "Integrating Multimedia into Autism Intervention." IEEE MultiMedia 22, no. 4 (2015): 4–10. http://dx.doi.org/10.1109/mmul.2015.86.

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22

Dillenburger, Karola, Mickey Keenan, Stephen Gallagher, and Martin McElhinney. "Autism: Intervention and Parental Empowerment." Child Care in Practice 8, no. 3 (2002): 216–19. http://dx.doi.org/10.1080/1357527022000040426.

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23

Prior, M. "Intensive behavioural intervention in autism." Journal of Paediatrics and Child Health 40, no. 9-10 (2004): 506–7. http://dx.doi.org/10.1111/j.1440-1754.2004.00453.x.

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24

Dean, Michelle, and Ya-Chih Chang. "A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings." Autism 25, no. 7 (2021): 1828–43. http://dx.doi.org/10.1177/13623613211012886.

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This review examined school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive school settings. Secondary aims sought to explore observation protocols and the resulting social outcomes used to measure the social behaviors of students with autism spectrum disorder within authentic social environments at school. To meet the inclusion criteria, 18 studies (a) tested school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive settings; (b) included typically developing peers to some degr

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25

Zhi, eh Xian, Zalena Abdul Aziz, and Nooriati Taib. "Introducing Animal-Assisted Intervention for Special Education in Integrated Farming System." IAFOR Journal of Education 8, no. 4 (2020): 193–211. http://dx.doi.org/10.22492/ije.8.4.11.

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Autism spectrum disorder is a neurodevelopment disorder that affects an individual’s social skills, communication skills and repetitive behaviours. Due to these factors, an autism learning environment has to be purposely-built to cater for the sensory needs of these learners. In special education practice, animal-assisted intervention has become popular over recent years to this end. This study aims to analyse the practice of animal-assisted intervention in an autism learning environment with the aid of a sustainable system called an integrated farming system. The study is conducted using mixe

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Lee, Kwangwon, and Ashley Staggs. "Defining turn taking in intervention for young children with autism: A review of the literature." Journal of Childhood, Education & Society 2, no. 2 (2021): 139–53. http://dx.doi.org/10.37291/2717638x.202122104.

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Turn taking is a form of preverbal, dyadic, reciprocal communication that may support key areas of development, such as language and joint attention, and may serve different functions depending on each communicative partner’s intent. As such, it has been incorporated in interventions targeting various outcomes in young children with autism. However, there is inconsistency in how researchers define turn taking and explorations on how turn taking is defined across these interventions have not yet been reported in the current literature. Therefore, the purpose of this review was to investigate ho

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Burke, Meghan M., Sydney N. Waitz-Kudla, Carol Rabideau, Julie Lounds Taylor, and Robert M. Hodapp. "Pulling back the curtain: Issues in conducting an intervention study with transition-aged youth with autism spectrum disorder and their families." Autism 23, no. 2 (2018): 514–23. http://dx.doi.org/10.1177/1362361317753016.

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The transition from high school to adulthood is difficult for youth with autism spectrum disorder and their families. Recognizing these challenges, there is a small but emerging body of literature testing interventions to improve the transition process. But there are many challenges in performing intervention research that have yet to be fully addressed. We discuss issues that should be considered when conducting interventions with individuals with autism spectrum disorder to improve the transition to adulthood, drawing from our study of a parent training to facilitate access to adult services

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Pan, Chien-Yu, Chia-Hua Chu, Chia-Liang Tsai, Ming-Chih Sung, Chu-Yang Huang, and Wei-Ya Ma. "The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder." Autism 21, no. 2 (2016): 190–202. http://dx.doi.org/10.1177/1362361316633562.

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This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08 ± 1.75 years) with autism spectrum disorder. In Phase I of the 12 weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12 weeks. The Bruininks–Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conduc

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Kasari, Connie, Alexandra Sturm, and Wendy Shih. "SMARTer Approach to Personalizing Intervention for Children With Autism Spectrum Disorder." Journal of Speech, Language, and Hearing Research 61, no. 11 (2018): 2629–40. http://dx.doi.org/10.1044/2018_jslhr-l-rsaut-18-0029.

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Purpose This review article introduces research methods for personalization of intervention. Our goals are to review evidence-based practices for improving social communication impairment in children with autism spectrum disorder generally and then how these practices can be systematized in ways that personalize intervention, especially for children who respond slowly to an initial evidence-based practice. Method The narrative reflects on the current status of modular and targeted interventions on social communication outcomes in the field of autism research. Questions are introduced regarding

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Neelagandan, Amelia Inbam, and Mohd Dahlan Hj A Malek. "Improving The Health Related Quality of Life of Children with Autism." Asian Social Work Journal 1, no. 1 (2017): 37–43. http://dx.doi.org/10.47405/aswj.v1i1.7.

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   This is a conceptual paper that investigates how the health related quality of life (HRQOL) of children with autism can be improved. The paper involves a literature review of background information regarding autism, studies documenting the HRQOL of children with autism and factors affecting the HRQOL of children with autism. The aim of this study is to propose an intervention procedure that will help to improve the HRQOL of children with autism. The intervention was developed based on autism clinical practice guidelines and best practice recommendations. Literature shows t

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Ruggeri, Anneliese, Alina Dancel, Robert Johnson, and Barbara Sargent. "The effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder: A systematic review." Autism 24, no. 3 (2019): 544–68. http://dx.doi.org/10.1177/1362361319885215.

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Difficulty performing age-appropriate motor skills affects up to 83% of children with autism spectrum disorder. This systematic review examined the effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder and the effect of motor learning strategies on motor skill acquisition, retention, and transfer. Six databases were searched from 2000 to 2019. Forty-one studies were included: 34 intervention studies and 7 motor learning studies. The overall quality of the evidence was low. Participants included 1173 children with autism spectrum disorder

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Hurwich-Reiss, Eliana, Colby Chlebowski, Teresa Lind, Kassandra Martinez, Karin M. Best, and Lauren Brookman-Frazee. "Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery." Autism 25, no. 6 (2021): 1709–20. http://dx.doi.org/10.1177/13623613211001614.

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This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Ex

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Christinaki, Eirini, Nikolas Vidakis, and Georgios Triantafyllidis. "A novel educational game for teaching emotion identification skills to preschoolers with autism diagnosis." Computer Science and Information Systems 11, no. 2 (2014): 723–43. http://dx.doi.org/10.2298/csis140215039c.

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Emotion recognition is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in understanding and expressing emotions. Those deficits seem to be rather permanent so intervention tools for improving those impairments are desirable. Educational interventions for teaching emotion recognition should occur as early as possible. It is argued that Serious Games can be very effective in the areas of therapy and education for children with autism. However, those computer interventions require considerable skills for interaction. Before the

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Bremer, Emily, and Meghann Lloyd. "Baseline behaviour moderates movement skill intervention outcomes among young children with autism spectrum disorder." Autism 25, no. 7 (2021): 2025–33. http://dx.doi.org/10.1177/13623613211009347.

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This study examined whether adaptive behaviour, emotional and behavioural challenges, and social skills, respectively, moderated the effect of a movement skill intervention on movement skills among preschool aged children with autism spectrum disorder. Twenty-seven participants with autism spectrum disorder ( N = 13 experimental) between 3 and 5 years of age participated in a 12-week fundamental movement skill intervention. Movement skills were assessed at baseline and post-test. Adaptive behaviour, emotional and behavioural challenges, and social skills were assessed at baseline. A repeated-m

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Santos, Adrine Carvalho dos, Marilice Fernandes Garotti, Ivete Furtado Ribeiro, and Cleonice Alves Bosa. "Intervention in Autism: Social Engagement Implemented by Caregivers." Paidéia (Ribeirão Preto) 25, no. 60 (2015): 67–75. http://dx.doi.org/10.1590/1982-43272560201509.

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To become involved in states of social engagement with their caregivers is a core deficit of children with autism. This study verified the effectiveness of an intervention with caregivers for the promotion of social engagement in their children with autism. The interactions of seven dyads were video recorded before, during and after the intervention in order to record the duration of eleven states of the children’ attention engagement, coded as social engagement (SE) or non-social engagement (NSE). Eight hours of intervention were divided into meetings with all the caregivers and into individu

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Espinoza, Juan C., Alexis Deavenport-Saman, Olga Solomon, et al. "Not just at school: Inclusion of children with autism spectrum disorder in a weight management program in a community pediatric setting." Autism 25, no. 3 (2021): 642–55. http://dx.doi.org/10.1177/1362361321993710.

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Children with autism spectrum disorder are at increased risk for obesity compared to typically developing children. Many obesity intervention programs exclude children with autism spectrum disorder. There is little research on developmentally inclusive approaches to pediatric weight management. We examined the outcomes of children and families with autism spectrum disorder in an inclusive, comprehensive behavioral family-based lifestyle intervention. A secondary analysis of a randomized controlled trial on families enrolled in a comprehensive behavioral family-based lifestyle intervention was

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37

Vlachová, Zuzana. "Music Therapy Intervention with Autistic Children." Lifelong Learning 3, no. 2 (2013): 79–95. http://dx.doi.org/10.11118/lifele2013030279.

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The paper presents a qualitative empirical research project, research design and research methods used in the preparation of a dissertation which deals with music therapy interventions in children with autism. The reason for examining this issue is a considerable lack of research activity in this area, and thus also a lack of relevant results on which clinical practice could rely. The results of future investigations should bring answers to the question of how children with autism receive and experience music therapy intervention and also what the effect of music therapy intervention in the so

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38

Sinai-Gavrilov, Yana, Tali Gev, Irit Mor-Snir, Giacomo Vivanti, and Ofer Golan. "Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors." Autism 24, no. 8 (2020): 2081–93. http://dx.doi.org/10.1177/1362361320934221.

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Early intensive intervention has been shown to significantly affect the development of children with autism spectrum disorder. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of the Early Start Denver Model into community preschool programs for children with autism spectrum disorder in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented a multidisciplinary developmental intervention which is widely applied in Israeli community autism spectrum

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Shepherd, Daniel, Jason Landon, and Sonja Goedeke. "Symptom severity, caregiver stress and intervention helpfulness assessed using ratings from parents caring for a child with autism." Autism 22, no. 5 (2017): 585–96. http://dx.doi.org/10.1177/1362361316688869.

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This exploratory study assessed the relationships between autism spectrum disorder symptoms, caregiver stress and intervention helpfulness, using parent ( n = 182) ratings. Advocacy and intervention-related tasks were rated more stressful than support tasks (e.g. toileting, mealtimes), indicating that advocacy is emerging as a major caregiver task for parents. Deficits in prosocial behaviours were perceived to have the highest impact on the child’s function. No difference was found between mean helpfulness ratings across the six representative interventions taken from the New Zealand context.

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MAHONEY, DIANA. "Intervention Can Improve Attention in Autism." Clinical Psychiatry News 34, no. 10 (2006): 39. http://dx.doi.org/10.1016/s0270-6644(06)71810-0.

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Broder-Fingert, Sarabeth, Christine Silva, Michael Silverstein, and Emily Feinberg. "Participant characteristics in autism intervention studies." Autism 23, no. 1 (2017): 265–66. http://dx.doi.org/10.1177/1362361317722306.

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The purpose of this Letter to the Editor is to discuss the recent paper, “Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research” by Ratto et al. Specifically, we are interested in further exploring the question of “who participates in autism spectrum disorder intervention research,” and how this question may impact interpretation of Ratto and colleagues’ paper.

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42

Coucouvanis, Judith. "Behavioral Intervention for Children With Autism." Journal of Child and Adolescent Psychiatric Nursing 10, no. 1 (1997): 37–44. http://dx.doi.org/10.1111/j.1744-6171.1997.tb00210.x.

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43

Emrick, Beth Bloom. "Individualized Autism Intervention for Young Children." Journal of Developmental & Behavioral Pediatrics 33, no. 9 (2012): 697. http://dx.doi.org/10.1097/dbp.0b013e31827b1468.

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Duncan, Fiona. "Book Review: Diet Intervention and Autism." British Journal of Occupational Therapy 65, no. 9 (2002): 434. http://dx.doi.org/10.1177/030802260206500909.

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Butter, Eric M., Jacqueline Wynn, and James A. Mulick. "Early Intervention Critical to Autism Treatment." Pediatric Annals 32, no. 10 (2003): 677–84. http://dx.doi.org/10.3928/0090-4481-20031001-09.

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Beals, Katharine. "Early Intervention in Deafness and Autism." Infants & Young Children 17, no. 4 (2004): 284–90. http://dx.doi.org/10.1097/00001163-200410000-00002.

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Baron-Cohen, Simon. "Autism: research into causes and intervention." Pediatric Rehabilitation 7, no. 2 (2004): 73–78. http://dx.doi.org/10.1080/13638490310001654790.

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Koegel, Robert L., Lynn Kern Koegel, and Erin K. McNerney. "Pivotal Areas in Intervention for Autism." Journal of Clinical Child & Adolescent Psychology 30, no. 1 (2001): 19–32. http://dx.doi.org/10.1207/s15374424jccp3001_4.

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Rosales, Rocío, Erica S. Jowett Hirst, Yors A. Garcia, and Ruth Anne Rehfeldt. "Autism Beyond Early Intensive Behavioral Intervention." Advances in Neurodevelopmental Disorders 3, no. 4 (2019): 347–51. http://dx.doi.org/10.1007/s41252-019-00134-w.

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Rogers, Sally J. "Brief report: Early intervention in autism." Journal of Autism and Developmental Disorders 26, no. 2 (1996): 243–46. http://dx.doi.org/10.1007/bf02172020.

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