Harris et al., 2000

Study DescriptionInterventionInclusion/Exclusion
Criteria/Population
Baseline MeasuresOutcomes
Author:
Harris et al., 2000
Country:
US

Practice setting:
Academic

Intervention setting:
Classroom
Enrollment period:
1990 to 1992
Funding:
NR
Author industry relationship disclosures:
NR
Design:
Prospective Case Series
Intervention:
Intensive applied behavioral analysis treatment program, 35–45 hours weekly, 5 days a week for 12-months. Each family was expected to provide an additional 10 to 15 hours a week of home-based instruction.
Questionnaire sent to parents about current educational placement.

Assessments:
IQ & CARS included in follow-up questionnaire 7 years after entry into preschool classroom of the DDDC

Groups:
G1: intensive applied behavior analysis

Provider:
Therapists at Douglass Developmental Disabilities Center (DDDC)

Measure of treatment fidelity reported:
No

Co-interventions held stable during treatment:
NR

Concomitant therapies:
NR
N at enrollment:
G1: 27
N at follow-up:
G1: 27
Inclusion criteria:
  • Met DSM-III-R criteria for autism by outside source and confirmed by clinical psychologist at intake
  • Entered Douglass Developmental Disabilities Center between 1990–1992
  • Every child with data on pre, post IQ data, CARS at baseline and age at admission
Exclusion criteria:
  • See Inclusion criteria
Age at admission, mean/mos (range):
49 (31–65)

Age at follow-up, mean/mos (range):
142 (122–170)

Mental age:
NR
Gender, n (%):
M: 23 (85)
F: 4 (15)

Race/ethnicity:
NR

SES:
Maternal education: NR

Household income: NR

Diagnostic approach:
In study

Diagnostic tool/method:
DSM III-R clinical interview

Diagnostic category, n (%):
Autism 27(100)

Other characteristics:
NR
Overall measures:
CARS, mean (range):
G1: 34.17 (range 30–40)

Educational/cognitive/academic attainment:
Stanford Binet (IQ), mean (range):
G1: 59 (range 35–109)
Educational/cognitive/academic attainment:
IQ, mean: 77.59

Harms:
NR

Modifiers:
Significant association between age at admission and academic placement r(25) = 0.658, P < 0.005 (younger students more likely to be in regular education settings at follow-up)

Treatment before 48mo: 10/13 in regular education settings

Treatment after 50months: 1/14 in a regular class (Fisher exact test P <0.005)

Significant association between higher IQ at admission and the greater likelihood of a regular education, mean: 77.59
r(25) = 0.655, P < 0.005

IQ ≤ 52 at intake in regular setting: 1/14
IQ ≤ 52 at intake in special education: 13/14
IQ ≥ 59 at intake in regular education: 10/13
IQ ≥ 59 at intake in special education: 3/13

Discharge IQ ≥ 80 in regular classes: 11/13
Discharge IQ ≥ 80 in special education: 3/13

IQ ≤ 76 at discharge in special education: 13/13 (P < 0.005)

Significant association between age at intake and IQ when child left program (P < 0.025); younger children at intake had higher IQs at discharge

No significant correlations between age and IQ at intake, or between CARS score at intake and education setting at follow-up.

From: Appendix C, Evidence Tables

Cover of Therapies for Children With Autism Spectrum Disorders
Therapies for Children With Autism Spectrum Disorders.
Comparative Effectiveness Reviews, No. 26.
Warren Z, Veenstra-VanderWeele J, Stone W, et al.

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