Increased prevalence of autism spectrum disorder (ASD) has underscored the need for early intervention services. Early Intensive Behavioral Intervention (EIBI) is among the most common evidence-based approaches, however, stakeholders report significant waitlists. The effects of these delays to intervention are unknown. The purpose of this study was to evaluate the effects of delay to EIBI for preschool aged children with ASD on later educational outcomes. Medicaid records from Minnesota (2008–2010) were used to evaluate a cohort diagnosed with ASD and their later educational outcomes from 2010 to 2014 (n = 667) using generalized estimating equations. Approximately 70% of children experienced a delay to EIBI and children that experienced less delay and started EIBI at a younger age had better educational outcomes.
Bibliographical noteFunding Information:
This material is based upon work supported by the National Science Foundation under grant No. SMA1338489. Any opinions, findings, and conclusions or recommendations in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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- Early intensive behavioral intervention
PubMed: MeSH publication types
- Journal Article
- Observational Study