Document Type

Dissertation

College

College of Arts and Sciences

Department

Psychology

Degree

PhD in Behavior Analysis

Dissertation Defense Date

2013

First Committee Member

Ahearn, William H.

Second Committee Member

Thompson, Rachel

Third Committee Member

Karsten, Amanda

Additional Committee Member(s)

MacDonald, Rebecca

Abstract

"Intensive behavioral intervention for young children diagnosed with autism can produce large gains in social, cognitive, and language development. Although several studies have identified behaviors that are possible indicators of best outcome, changes in performance are typically measured using norm-referenced standardized scores referencing overall functioning level rather than observational measures of autism-specific deficits (i.e., social behavior) repeated over time. In the current study, 96 children with autism (CWA), aged 1 to 4, and 83 typically developing children (TDC) within the same age range were directly observed in the areas of cognitive skills, joint attention, play, and stereotypic behavior using a measure called the Early Skills Assessment Tool (ESAT; MacDonald et al., 2006). CWA were assessed at entry into an EIBI program and again after 1 year of treatment. Changes in performance were compared pre- and post-treatment as well as to the normative data by age. Results indicate age at entry (under 3 years) and cognitive skill at entry were correlated with higher levels of ESAT performance following treatment. Additional factors such as joint attention, appropriate play, and stereotypic behavior at entry are assessed to further identify the entry profile for CWA that predicts optimal outcome."

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