Disclaimer: The research articles copied below may be incomplete (e.g., lacking tables) or contain transcription errors. Hence, they should not be relied upon for academic, legal, or other professional purposes. They are provided principally for parents, who often lack the tools or means to obtain these materials through specialized, university-affiliated libraries. The copyrights belong to the authors and/or their publishers.

Intensive Behavioral Treatment for Children With Autism: Four-Year Outcome and Predictors
by Glen O. Sallows and Tamlynn D. Graupner, Wisconsin Early Autism Project (2005) (Madison) (requires Free Adobe Reader)

Abstract: Twenty-four children with autism were randomly assigned to a clinic-directed group, replicating the parameters of the early intensive behavioral treatment developed at UCLA, or to a parent-directed group that received intensive hours but less supervision by equally well-trained supervisors. Outcome after 4 years of treatment, including cognitive, language, adaptive, social, and academic measures, was similar for both groups. After combining groups, we found that 48% of all children showed rapid learning, achieved average post-treatment scores, and at age 7, were succeeding in regular education classrooms. Treatment outcome was best predicted by pretreatment imitation, language, and social responsiveness. These results are consistent with those reported by Lovaas and colleagues (Lovaas, 1987; McEachin, Smith, & Lovaas, 1993).

ABA vs. 'Eclectic': A comparison of intensive behavior analytic and eclectic treatments for young children with autism   (2005)

Abstract: We compared the effects of 3 treatment approaches on preschool-age children with autism spectrum disorders. Twenty-nine children received intensive behavior analytic intervention (IBT; 1:1 adult: child ratio, 25-40 hours per week). A comparison group of 16 children received intensive “eclectic” intervention (a combination of methods, 1:1 or 1:2 ratio, 30 hours per week) in public special education classrooms (designated the AP group). A second comparison group (GP) comprised 16 children in nonintensive public early intervention programs (a combination of methods, small groups, 15 hours per week). Independent examiners administered standardized tests of cognitive, language, and adaptive skills to children in all 3 groups at intake and about 14 months after treatment began. The groups were similar on key variables at intake. At followup, the IBT group had higher mean standard scores in all skill domains than the AP and GP groups. The differences were statistically significant for all domains except motor skills. There were no statistically significant differences between the mean scores of the AP and GP groups. Learning rates at followup were also substantially higher for children in the IBT group than for either of the other two groups. These findings are consistent with other research showing that IBT is considerably more efficacious than “eclectic” intervention.

Randomized Trial of Intensive Early Intervention for Children with Pervasive Developmental Disorder (2000) by Tristram Smith, Annette Groen, and Jacqueline Wynn.

Clarifying Comments on the UCLA Young Autism Project (2000) by Ivar Lovaas (UCLA).            

Applied Behavior Analysis: What is it? (1998) by John McEachin (Autism Partnership). 

Long-Term Outcome for Children With Autism Who Received Early Intensive Behavioral Treatment (1993) by John McEachin, Tristram Smith, and Ivar Lovaas (UCLA).

Behavioral Treatment and Normal Educational and Intellectual Functioning in Young Autistic Children (1987) by Ivar Lovaas (UCLA).

Eight Case Reports of Learning Recovery in Children With Pervasive Developmental Disorders After Early Intervention (Behavioral Interventions, Volume 21, Issue 4, Nov 2006, p 227-243)
Eric M. Butter, James A. Mulick, Bernard Metz (Published Online: 27 Oct 2006), http://www3.interscience.wiley.com/cgi-bin/abstract/113444270/ABSTRACT

Abstract: Early intensive behavioral intervention (EIBI) is often recommended for children with Pervasive Developmental Disorders (PDD). It is an empirically supported treatment designed to address the core symptoms of autism including language delays, social and play skills, and restricted and repetitive behaviors as well as other related deficits in cognition and adaptive behavior. Though there are a growing number of research studies supporting EIBI, many questions remain about the nature and stability of best outcomes. The current study provides case descriptions of eight children previously diagnosed with an autism spectrum disorder and mental retardation who, after EIBI treatment, no longer met behavioral criteria for mental retardation or a PDD. The average gain in IQ standard scores was 34.6 ( ± 13.2) points; and, the average gain in adaptive behavior standard scores was 43 ( ± 25.3) points. Nonverbal IQ standard scores (mean = 93 ± 12.6) and academic achievement standard scores (mean = 105.3 ± 18.7) ended within the average range. Language skills remained impaired for seven children. The cases support findings of other researchers that learning recovery in autism and PDD is possible and may be related to intensive behavioral treatment. Individual differences in response to EIBI treatment are discussed. Copyright © 2006 John Wiley & Sons, Ltd.

Outcome of Early Intervention for Children with Autism (1999) by Tristram Smith (Washington State University).

Intensive School-Based Behavioral Treatment for Four to Seven Year Old Children with Autism: One Year Follow-up (1999), by Svein Eikeseth (Akershus College, Norway). 

Error Correction in Discrimination Training for Children With Autism (Behavioral Interventions, Volume 21, Issue 4, Nov 2006, p 245-263) Tristram Smith, Daniel W. Mruzek, Leigh Ann Wheat, Carrie Hughes (Published Online: 27 Oct 2006),
http://www3.interscience.wiley.com/cgi-bin/abstract/113444271/ABSTRACT

Abstract: Three procedures for correcting errors made during discrimination training were examined: error statement (saying no), modeling the correct response, and No Feedback. Six children with autism (age 3-7 years) were taught to match words to pictures with each of the three procedures, and the number of trials to mastery was compared across conditions. Results varied across participants. Two participants performed as well with no feedback as they did with an error correction procedure; two acquired skills slightly more quickly with an error correction procedure than with no feedback, but showed no difference between error correction procedures; one did best with error statement; and one did best with modeling. Results indicate that the choice of error correction procedure can have a large effect on rate of skill acquisition but that the optimal procedure may vary across individuals. Copyright © 2006 John Wiley & Sons, Ltd.


Using the picture exchange communication system (PECS) with children with autism: Assessment of pecs acquisition, speech, social-communicative behavior, and problem behavior. Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K. (2002).Journal of Applied Behavior Analysis, 35, 213-231.

An Introduction to Applied Behavior Analysis (1997) by David Kalmeyer (Parent of a Child With an Autism Spectrum Disorder).

Applied Behavior Analysis in Autism: Five Models (2001) by Roberta Brancato Daversa (family member of a child with an autism spectrum disorder).

Self-Stimulatory and Stereotyped Behavior in Autism; A Review of Behavior Analytic Perspectives by Roberta Brancato Daversa (2001) (family member of a child with an autism spectrum disorder).

Suzanne Letso, RDI®: Effective Intervention or Effective Marketing?

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