Outcomes of a behavioral education model for children with autism in a mainstream school setting

Abstract

The authors report 1-year outcomes for 11 children (3-7 years) with autism
who attended an “Applied Behavior Analysis (ABA) classroom” educational
intervention in a mainstream school setting. The children learned new skills
by the end of 1 year and learned additional skills during a 2nd year. Group
analysis of standardized test outcomes (IQ and adaptive behavior) showed
moderate to large effect size changes over 1 year, with further changes
during a 2nd year. Standardized test outcomes for nine children after 2 years
were also analyzed against a comparison group (n = 18) of children with
autism receiving “education as usual.” These controlled comparisons were
associated with statistically significant large effects in favor of the ABA group
for adaptive skills. Exploratory analysis also showed that increases in language and learning skills in the ABA class group were generally associated with
positive changes in standardized test scores. A comprehensive behavioral
intervention model can be successfully implemented in a mainstream school
setting.

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Identifiers

ORCID for Hanna Kovshoff: orcid.org/0000-0001-6041-0376

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