Until very recently, it was often impossible for parents to get access to the specialized professional journals and libraries where the latest autism research appeared. Throughout its 16-year existence, CT FEAT has endeavored to make this research available to parents who might otherwise lack the tools or means to obtain it.
During the last few years, an increasing number of web sites, usually affiliated with academic or non-profit organizations, have begun to make this kind of material readily available. There also has been a tremendous growth in the volume of free, high quality, online video courses and lectures. Below we identify some of the leading resources. We suggest that you look there for the latest research and information.
Though we will no longer update our own collection of articles, we will maintain the ones we have previously published (see below). Please note that these articles may be incomplete (e.g. lacking tables or containing transcription errors). Hence, they should not be relied upon for academic, legal or other professional purposes. The copyrights belong to the authors and/or their publishers.
The Davis Mind Institute: Built by Families for Families
The MIND Institute (Medical Investigation of Neurodevelopmental Disorders) at the University of California, Davis, is a collaborative international research center, committed to the study and treatment of neurodevelopmental disorders. Their website (http://www.ucdmc.ucdavis.edu/mindinstitute) publishes research results. It also provides a variety of free, high quality, online, video lectures and courses, such as:
Distinguished Lecturer, Minds Behind the Mind, and Summer Institute Lecture Series - Each of these annual series has produced dozens of videos covering a wide range of current autism topics, featuring some of the country's most prominent researchers.
Autism Distance Education Parent Training (ADEPT) - ÂÂAn interactive, self-paced online learning module that provides parents with tools and training to effectively teach children with neurodevelopmental disorders functional skills through ABA techniques. This series is available in English and Spanish
The Association for Science in Autism Treatment (ASAT) (http://www.asatonline.org/) is a not-for-profit organization of parents and professionals committed to improving the education, treatment, and care of people with autism. In the “Resources" section of their highly informative website, you will find links to many important research articles.
Intensive Behavioral Treatment for Children With Autism: Four-Year
Outcome and Predictors
by Glen O. Sallows and Tamlynn D. Graupner, Wisconsin Early Autism
Project (2005) (Madison) (requires
Free Adobe Reader)
Abstract: Twenty-four children with autism were randomly assigned to a
clinic-directed group, replicating the parameters of the early intensive
behavioral treatment developed at UCLA, or to a parent-directed group
that received intensive hours but less supervision by equally
well-trained supervisors. Outcome after 4 years of treatment, including
cognitive, language, adaptive, social, and academic measures, was
similar for both groups. After combining groups, we found that 48% of
all children showed rapid learning, achieved average post-treatment
scores, and at age 7, were succeeding in regular education classrooms.
Treatment outcome was best predicted by pretreatment imitation,
language, and social responsiveness. These results are consistent with
those reported by Lovaas and colleagues (Lovaas, 1987; McEachin, Smith,
& Lovaas, 1993).
ABA vs.
'Eclectic': A comparison of intensive behavior analytic and eclectic
treatments for young children with autism (2005)
Abstract: We compared
the effects of 3 treatment approaches on preschool-age children with
autism spectrum disorders. Twenty-nine children received intensive
behavior analytic intervention (IBT; 1:1 adult: child ratio, 25-40 hours
per week). A comparison group of 16 children received intensive
“eclectic" intervention (a combination of methods, 1:1 or 1:2 ratio, 30
hours per week) in public special education classrooms (designated the
AP group). A second comparison group (GP) comprised 16 children in nonintensive public early intervention programs (a combination of
methods, small groups, 15 hours per week). Independent examiners
administered standardized tests of cognitive, language, and adaptive
skills to children in all 3 groups at intake and about 14 months after
treatment began. The groups were similar on key variables at intake. At
followup, the IBT group had higher mean standard scores in all skill
domains than the AP and GP groups. The differences were statistically
significant for all domains except motor skills. There were no
statistically significant differences between the mean scores of the AP
and GP groups. Learning rates at followup were also substantially higher
for children in the IBT group than for either of the other two groups.
These findings are consistent with other research showing that IBT is
considerably more efficacious than “eclectic" intervention.
Randomized Trial
of Intensive Early Intervention for Children with Pervasive
Developmental Disorder (2000) by Tristram Smith, Annette Groen, and
Jacqueline Wynn.
Clarifying
Comments on the UCLA Young Autism Project (2000) by Ivar Lovaas
(UCLA).
Applied Behavior
Analysis: What is it? (1998) by John McEachin (Autism Partnership).
Long-Term Outcome for
Children With Autism Who Received Early Intensive Behavioral Treatment
(1993) by John McEachin, Tristram Smith, and Ivar Lovaas (UCLA).
Behavioral Treatment
and Normal Educational and Intellectual Functioning in Young Autistic
Children (1987) by Ivar Lovaas (UCLA).
Eight Case Reports of Learning Recovery
in Children With Pervasive Developmental Disorders After Early
Intervention (Behavioral Interventions, Volume 21, Issue 4, Nov
2006, p 227-243)
Eric M. Butter, James A. Mulick, Bernard Metz (Published Online: 27 Oct
2006),
http://www3.interscience.wiley.com/cgi-bin/abstract/113444270/ABSTRACT
Abstract: Early intensive behavioral intervention (EIBI) is often
recommended for children with Pervasive Developmental Disorders (PDD).
It is an empirically supported treatment designed to address the core
symptoms of autism including language delays, social and play skills,
and restricted and repetitive behaviors as well as other related
deficits in cognition and adaptive behavior. Though there are a growing
number of research studies supporting EIBI, many questions remain about
the nature and stability of best outcomes. The current study provides
case descriptions of eight children previously diagnosed with an autism
spectrum disorder and mental retardation who, after EIBI treatment, no
longer met behavioral criteria for mental retardation or a PDD. The
average gain in IQ standard scores was 34.6 (± 13.2) points; and, the
average gain in adaptive behavior standard scores was 43 (± 25.3)
points. Nonverbal IQ standard scores (mean = 93 ± 12.6) and academic
achievement standard scores (mean = 105.3 ± 18.7) ended within the
average range. Language skills remained impaired for seven children. The
cases support findings of other researchers that learning recovery in
autism and PDD is possible and may be related to intensive behavioral
treatment. Individual differences in response to EIBI treatment are
discussed. Copyright 2006 John Wiley & Sons, Ltd.
Outcome of Early
Intervention for Children with Autism (1999) by Tristram Smith
(Washington State University).
Intensive
School-Based Behavioral Treatment for Four to Seven Year Old Children
with Autism: One Year Follow-up (1999), by Svein Eikeseth (Akershus
College, Norway).
Error
Correction in Discrimination Training for Children With Autism
(Behavioral Interventions, Volume 21, Issue 4, Nov 2006, p 245-263)
Tristram Smith, Daniel W. Mruzek, Leigh Ann Wheat, Carrie Hughes
(Published Online: 27 Oct 2006),
http://www3.interscience.wiley.com/cgi-bin/abstract/113444271/ABSTRACT
Abstract: Three procedures for correcting errors made during
discrimination training were examined: error statement (saying no),
modeling the correct response, and No Feedback. Six children with autism
(age 3-7 years) were taught to match words to pictures with each of the
three procedures, and the number of trials to mastery was compared
across conditions. Results varied across participants. Two participants
performed as well with no feedback as they did with an error correction
procedure; two acquired skills slightly more quickly with an error
correction procedure than with no feedback, but showed no difference
between error correction procedures; one did best with error statement;
and one did best with modeling. Results indicate that the choice of
error correction procedure can have a large effect on rate of skill
acquisition but that the optimal procedure may vary across individuals.
Copyright © 2006 John Wiley & Sons, Ltd.
Using the picture exchange communication system (PECS) with children
with autism: Assessment of pecs acquisition, speech,
social-communicative behavior, and problem behavior.
Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet,
K. (2002).Journal of
Applied Behavior Analysis, 35, 213-231.
An Introduction
to Applied Behavior Analysis (1997) by David Kalmeyer (Parent of a
Child With an Autism Spectrum Disorder).
Applied
Behavior Analysis in Autism: Five Models (2001) by Roberta Brancato
Daversa (family member of a child with an autism spectrum disorder).
Self-Stimulatory and Stereotyped Behavior in Autism; A Review of
Behavior Analytic Perspectives by Roberta Brancato Daversa (2001) (family
member of a child with an autism spectrum disorder).
Suzanne Letso, RDI®: Effective Intervention or Effective Marketing?
Who are You
Going to Believe, Me or Your Own Eyes: The Use of Pre and Post Test
Designs to Evaluate Effectiveness of Autism Treatments by Thomas
Zane, Ph.D., BCBA-D.
This article provides guidance on how to assess treatment research.
“Since autism is said by some to be a 'fad magnet' parents and other
consumers must critique any research study that purports to show a
positive effect of a treatment and try to determine if the positive
changes could be due to other explanations, or could be due to the treatment."