Early intensive behavior intervention programs are designed to educate children diagnosed with Autistic Spectrum Disorder (ASD). Programs provide one-to-one instruction in highly structured learning environments, eventually moving students into less restrictive placements. General education classrooms are the placement of choice for most students with ASD. The popularity of these programs has made large gains in the last decade due to the documented success of students receiving services. The United States Surgeon General and the National Academy of Sciences Research Council provided additional support for these programs through their endorsement. However, little research exists to demonstrate if the gains made in early intervention programs are sustained over time. A cross case analysis using qualitative methods was used to examine the perceptions and experiences of parents whose children received early intensive behavior intervention services. Data were collected through participant interviews and document analysis. Findings revealed that all students had maintained their placements in general education classrooms and two students were no longer receiving Special Education services. Students had established support networks and friendships with peers.
|Commitee:||Donnelly, Whitney, Sniezek, Karen|
|School:||California State University, Stanislaus|
|School Location:||United States -- California|
|Source:||DAI-A 74/10(E), Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Early childhood education|
|Keywords:||Autism, Early intervention, Intensive behavior treatment, Long-term outcomes, Multiple-case study|
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