Early intervention critical to autism treatment.
Pediatr Ann
; 32(10): 677-84, 2003 Oct.
Article
em En
| MEDLINE
| ID: mdl-14606218
ABSTRACT
It is still not universally accepted within the scientific community that the habilitation of autistic children is possible, or that their ability to function without supports in regular education by third, fourth, or fifth grade happens as a direct result of EIBI. However, using the outcome studies that have been reported, the rate of children reaching a best-outcome status appears to be between about 10% and 47%. There is a more global way to look at the effects of EIBI or behavioral intervention. Even if the child retains many characteristics of autism, the usual outcome of treatment is that the child learns useful skills. Behavioral intervention results in effective and efficient learning, which is precisely what it aims to accomplish and what behavioral techniques have been developed to do. Children and families have been able to achieve much more than many would ever have believed before EIBI became a realistic possibility.
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Temas:
ECOS
/
Aspectos_gerais
Bases de dados:
MEDLINE
Assunto principal:
Transtorno Autístico
Tipo de estudo:
Diagnostic_studies
/
Etiology_studies
Limite:
Child, preschool
/
Humans
/
Infant
Idioma:
En
Revista:
Pediatr Ann
Ano de publicação:
2003
Tipo de documento:
Article
País de afiliação:
Estados Unidos