Akershus University College, Lillestrøm, Norway.
J Autism Dev Disord. 2012 Feb;42(2):210-20. doi: 10.1007/s10803-011-1234-9.
We evaluated outcomes for 31 children with autism (2-6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed.
我们评估了 31 名自闭症儿童（入组时年龄为 2-6 岁）的治疗结果，这些儿童在主流学前环境中接受了行为干预，对照组为 12 名接受常规治疗的儿童。2 年后，接受行为干预的儿童智商得分较高（Hedges g=1.03（95%置信区间=0.34, 1.72）和适应行为综合得分较高（Hedges g=0.73（95%置信区间=0.05, 1.36）。尽管干预时间可能较少，但这些组间结果与提供更强化干预的研究相当。个别儿童的数据也显示出积极的结果，19.4%的儿童智商变化达到可靠水平；但低于最近荟萃分析研究发现的比例。主流学前教育模式的优缺点进行了讨论。
