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† Resources

 

Click here to access the Center for Disease Control's main page for Autism Spectrum Disorder. It has plenty of helpful statistics and resources that are updated frequently!

 

http://faculty.caldwell.edu/kreeve/Lovaas%201987.pdf Original research in peer-reviewed journals indicating that 90% of children substantially improved when utilizing the Lovaas Model of Applied Behavior Analysis, compared to the control group. Close to half attained a normal IQ and tested within the normal range on adaptive and social skills. 

http://www.wiautism.com/pdf/ReplicatingLovaas1999.pdf  Follow-up research in early adolescence showed that children in the 1987 study maintained their skills and could succeed in life without costly special education and residential services. 

http://www.ctfeat.org/articles/ABAvEclectic.pdf   Results from an independent research group that replicate the findings of Eikeseth et al. (2002). As summarized in the journal abstract, "intensive behavioral treatment is considerably more efficacious than 'eclectic' intervention."

http://analisicomportamentale.com/media/Ekesetn%204%20to%207%20yr%20old%202002.pdfDemonstrates that a focused behavioral treatment program is far superior then an eclectic special education approach that uses a variety of treatments. (Children in both groups received the same number of hours of treatment by qualified personnel.)

http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/DTT_Overview_0.pdf Children in behavioral treatment scored significantly higher in IQ and adaptive behavior scores than the comparison group. Further, 29% (6 of 21) children were fully included in regular education without assistance and another 52% (11 of 21) were included with support. This compares to only 5% (1 of 21) children in the control group who were placed in regular education.

http://www.analisicomportamentale.com/media/eldevik%202006.pdf Children receiving an average of 12 hours a week of behavioral treatment for two years made larger gains then eclectic group in most areas.  However, gains were more modest than those reported in previous studies with children receiving more intensive behavioral treatment.

http://www.autismresearchgroup.org/Data/Sites/1/outcome-research-references.pdf   To help with your own research this is a partial yet extensive list of research for Early Intensive Behavioral Intervention including outcome studies, reviews, prevalence of ASD, cost effectiveness, recovery, loss of diagnosis, change of diagnosis, treatment intensity and predictors of response to treatment

 

Research Support for ABA-Based Intensive Early Intervention for Children with Autism

 

Autism Resource Guide - Information provided by I Love ABA
What is Autism?

Autism Spectrum Disorder (ASD) is a range of complex neurodevelopmental disorders characterized, in varying degrees, by difficulties in social interaction, communication and restricted, repetitive and stereotyped patterns of behaviors  Autistic disorder, sometimes called classic autism is the most severe form of ASD while other conditions along the spectrum include a milder form known as Asperger syndrome, childhood disintegrative disorder and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS).

  • Autistic Disorder (also called "classic" autism)  This is what most people think of when hearing the word "autism". People with autistic disorder usually have significant language delays, social and communication challenges and unusual behaviors and interests.  Many people with autistic disorder also have intellectual disability and may not point at objects to show interest, not look at objects when another person points to them, have trouble relating to others or not have an interest in other people at all, avoid eye contact, want to be alone, have trouble understanding other people's feelings or talking about their own feelings, prefer not to be held held or cuddled or might cuddle only when they want to, appear to be unaware when people talk to them but respond to other sounds, be very interested in people but not know how to talk, play or relate to them, repeat or echo words or phrases said to them or repeat words or phrases in place of normal language, have trouble expressing their needs using typical words or motions, not pay "pretend" games, repeat actions over and over again, have trouble adapting when a routine changes, have unusual reactions to the way things smell, taste, look, feel or sound, and/or lose skills they once had such as stop saying words they were using.*
  • Asperger Syndrome People with Asperger syndrome usually have some milder symptoms of autistic disorder.  They might have social challenges and unusual behaviors and interests.  However, they typically do not have problems with language or intellectual disability.  Although symptoms are present early in life, Asperger syndrome is usually diagnosed when a child is school age and may have trouble understanding other people's feelings or talking about their own feelings, have a hard time understanding body language, avoid eye contact, want to be alone, or want to interact but not knowing how, have a narrow--sometimes obsessive interests, talk only about themselves and their interests, speak in unusual ways or with an odd tone of voice, have a had time making friends, seem nervous in large social groups, seem nervous in large social groups, be clumsy or awkward, have rituals that they refuse to change--such as a very hard rigid bedtime routine, develop odd or repetitive movements and/or have unusual sensory reactions.*
  • Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS; also called "atypical autism")  People who meet some of the criteria for autistic disorder or Asperger syndrome, but not all, may be diagnosed with PDD-NOS.  People with PDD-NOS usually have few and milder symptoms than those with autistic disorder.  The symptoms might cause only social and communication challenges.  

ASD can also be associated with difficulties in motor coordination, attention and physical health issues such as sleep and gastrointestinal disturbances. Although ASD can be associated with intellectual disabilities some people with ASD may excel in math, music, art and visual skills.

One in 68


Experts estimate that 1 out of 68 children have an ASD, a 30% increase from 1 in 88 two years ago, according to the new report released by the CDC on March 27, 2014. The new report now estimates 1 in 42 boys have autism which is 4.5 times more than girls which is 1 in 189.  One thing that hasn't changed over the years is that children are still being diagnosed late. According to the report, the average age of diagnosis is still over the age of 4 even though autism can be diagnosed by age 2. This is concerning because the earlier a child is diagnosed with autism the better their chances of overcoming the difficulties that come with the disorder.

IN 2002 THE AUTISM ESTIMATE WAS 1 IN 150

IN 2004 THE AUTISM ESTIMATE WAS 1 IN 125

IN 2006 THE AUTISM ESTIMATE WAS 1 IN 110

IN 2008 THE AUTISM ESTIMATE WAS 1 IN 88

Behind these numbers are REAL CHILDREN--REAL FAMILIES and it's important that each individual gets the help they need.   While Illinois does have a mandate some may know as the"Autism Law" in some cases it allows policies to opt out which leaves families with few options for their child to receive therapy especially during the most critical developmental period.   We ask that you contact your representatives in Congress because the need for services only begins with a diagnosis.    

CDC Link: http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6302a1.htm?s_cid=ss6302a1_w