Moving beyond the intensive behavior treatment versus eclectic dichotomy: evidence-based and individualized programs for learners with ASD.
Professionals serving students with autism spectrum disorders (ASD) in inclusive classroom settings face the challenge of selecting and successfully implementing evidence-based intervention strategies. Many propose that Intensive Behavioral Treatment (IBT) is the most efficacious approach for learners with ASD. Evidence for this approach is often established by comparing the IBT model to a condition described as "eclectic". In this paper, authors examine the IBT vs. eclectic literature, acknowledge the potential efficacy of the IBT model with preschool-aged children, suggest concerns about efficacy studies that have compared IBT and eclectic programs, point out that most of the studies were restricted in the age range of their participants, and note that few were implemented in inclusive settings. The authors propose that a technical eclectic approach can be beneficial for children and youth with ASD if it is conceptually grounded, incorporates evidence-based focused intervention practices, and is well implemented. A detailed example of such a technical eclectic program model is provided and the practicality of such an approach in inclusive settings for children and youth with ASD and their families is discussed.
University of North Carolina, Chapel Hill, 27599-8180, USA. slodom@unc.edu
Samuel
S
Odom
Kara
K
Hume
Brian
B
Boyd
Aaron
A
Stabel
D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000628:therapy*; D002675:Child, Preschool; D019988:Children with Disabilities / Q000193:education*; D055317:Evidence-Based Practice / Q000379:methods*; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy; D008282:Mainstreaming, Education; D017145:Models, Educational