A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders |
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| Authors: | Evelyn Gould Dennis R. Dixon Adel C. Najdowski Marlena N. Smith Jonathan Tarbox |
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| Affiliation: | 1. Department of Physical Medicine and Rehabilitation, Cathay General Hospital, Taipei, Taiwan;2. Department of Occupational Therapy, College of Medicine, Fu Jen Catholic University, New Taipei City, Taiwan;3. Department of Physical Medicine and Rehabilitation, National Taiwan University Hospital, Taipei, Taiwan;4. Department of Physical Medicine and Rehabilitation, Taipei Veterans General Hospital, Taipei, Taiwan;5. School of Occupational Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan;1. FirstSteps for Kids, Inc. and The Chicago School for Professional Psychology, Los Angeles, United States;2. McClean Hospital, Harvard Medical School, United States;1. The Meadows Center for Preventing Educational Risk, University of Texas at Austin, USA;2. University of Bari, Italy;3. Victoria University of Wellington, New Zealand;1. École de psychoéducation, Université de Montréal, C.P. 6128, succ. Centre-Ville, Montreal, QC H3C 3J7, Canada;2. ASD Montreal, 3333 Cavendish Boulevard, Suite 470, Montreal, QC H4B 2M5, Canada;3. Douglas College, P.O. Box 2503, New Westminster, BC V3L 5B2, Canada |
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| Abstract: | A large proportion of national education and treatment centers for persons with autism spectrum disorders (ASD), including those providing applied behavior analysis (ABA)-based services, show a relatively high percentage of agreement among practitioners on the instruments they routinely use for a variety of purposes, including curriculum design and treatment evaluation. In this paper, several assessments are reviewed and evaluated in terms of their utility for designing comprehensive early intensive behavioral intervention (EIBI) curriculum programs for children with ASD. The assessments found to be most useful for this purpose are reported. A general critique regarding the available pool of assessment tools is provided and the need for a comprehensive assessment directly linked to curricula is discussed. |
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