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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 ( 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) - An 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) ( 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),

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),

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."

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