News and Knowledge

In 2011, OAR’s Scientific Council selected seven applied research projects for funding. This month, we describe a study being conducted by researchers at The New England Center for Children.

Study

Using a Direct Observation Assessment Battery to Assess Outcome of Early Intensive Behavioral Intervention for Children with Autism

Researchers

Rebecca P.F. MacDonald, PhD, BCBA, and William Ahearn, PhD, BCBA-D, The New England Center for Children

Purpose

To analyze other pivotal skills as they relate to best outcome

Why Is This Study Needed?

Intensive behavioral intervention for young children diagnosed with autism can produce large gains in social, cognitive, and language development. While a number of skills have been identified as possible pivotal skills for best outcomes, changes in performance are often measured using standardized assessments rather than direct observation of target behaviors. The researchers will analyze differences in the complexity of play, language, and imitation as they are associated with outcome, as well as the role of stereotypy in influencing responsiveness to early intensive behavioral intervention.

Study Methodology In Brief

The researchers have conducted an assessment with 141 children with autism and 101 typical peers between the ages of 1 and 5. They found that age (under 3 years old) at entry and cognitive level were two variables correlated with best outcome.

The purpose of this research proposal is to analyze other pivotal skills as they relate to best outcome. The second goal is to prepare a training manual of the direct observation assessment for large-scale replication. Compilation of these data will provide robust evidence supporting importance of early intensive behavioral intervention for children ages 18-36 months. The researchers hope that these data will be used to help promote legislation necessary to increase funding at the national level for early intervention services.

Researchers

Rebecca MacDonald, PhD, BCBA is a psychologist and board-certified behavior analyst who serves as the director of intensive instructional preschool program for children with autism at The New England Center for Children. She is an adjunct professor in Western New England University’s graduate program in applied behavior analysis and an adjunct professor in Simmons College’s Special Education Department. Dr. MacDonald has presented her research at numerous conferences over the past 20 years and published studies that have appeared in the Journal of Applied Behavior Analysis, Research in Developmental Disabilities, and Behavioral Interventions. Dr. MacDonald’s research interests currently include: assessment and teaching joint attention, teaching play and social reciprocity to children with autism using video modeling, and measuring clinical outcomes of early intensive behavior intervention.

William H. Ahearn, Ph.D., BCBA-D joined The New England Center for Children in August 1996, and currently serves as the director of research.  He is also a clinical assistant professor in Northeastern University’s graduate program in applied behavior analysis and adjunct faculty in Western New England University’s doctoral program.  He was named the 2009 American Psychological  Association – Division 25 awardee for Enduring Contributions to Applied Behavioral Research. Dr. Ahearn’s research interests include social skills in children with autism, verbal behavior, assessment and treatment of stereotypy, severe problem behavior, and pediatric feeding difficulties.  He is also interested in resistance to change, behavioral economics, and conditioned reinforcement.  His work has been published in the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior, Behavioral Interventions, Behavior Modification, The Lancet, and Journal of Autism and Developmental Disorders and has written book chapters on teaching children with autism and pediatric feeding problems in children with autism.