Research on ABA and Adolescents
"There is extensive research in the field ofApplied Behavior Analysis (ABA) that shows the effectiveness of focused treatment of behavior disorders with children who suffer from autism who are between the ages of five to twenty—one."
"For a child starting treatment at any age, the average length of intensive ABA treatment would be expected to be 3 years, and the range of medically necessary treatment durations has been shown to be from 18 months to 5 years of duration. Maximum cost effectiveness will be achieved when a competent authorization process involves evaluation of the child’s response to treatment and prognosis every six months, as was typically done in the studies listed here. When applying such standards, the children would not automatically continue treatment indefinitely. Instead the intensity and duration would be tailored to each child’s optimum effectiveness, by periodically evaluating each child’s individual response to treatment, and thereby dramatically control costs by providing time-limited ABA for only so long as is medically necessary.”
Page 39-53 of uploaded testimony
"Behavioral interventions are effective for improving language, cognitive abilities, adaptive behavior, and social skills, and reducing anxiety and aggression. Medication combined with behavioral intervention appears to be more effective for reducing aggressive behavior than medication alone.”
"Approximately 30 different ABA interventions, including combinations of behavior analytic procedures, have been shown to be evidence based for children in the 0 to 5 and 6 to 14 age range. In addition, 21 ABA interventions, including combinations of behavior analytic procedures, have been demonstrated to be evidence based for adolescents. A variety of behavior analytic procedures (classified as behavioral interventions) have been demonstrated to be evidence-based for adults 22 years and older across the domains of communication, personal responsibility/adaptive, self-regulation, and in the treatment of challenging behavior."
Since the discovery of autism as a human condition by Kanner (1943) and Asperger (1944) in the 1940s, individuals responsible for education and care of children and youth with autism spectrum disorder (ASD) have striven to provide effective practices and programs. Such efforts continue today. The increased prevalence of ASD has intensified the demand for effective educational and therapeutic services, and intervention science is now providing evidence about which practices are effective. The purpose of this report is to describe a process for the identification of evidence-based practices (EBPs) and also to delineate practices that have sufficient empirical support to be termed “evidence-based.” In this introduction, we will brie y review the current conceptualization of ASD, explain the difference between focused intervention practices and comprehensive treatment models, provide a rationale for narrowing our review to the former, describe other reports that have identified evidence-based practices, brie y describe our first review of the literature (Odom, Collet-Klingenberg, Rogers, & Hatton, 2010), and lastly provide the rationale for conducting an updated review of the literature and revision of the former set of practices identified.
Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder. Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T. R. (2013). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.