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Exploratory study describing 6 month outcomes for young children with autism who receive treatment as usual in Italy

Authors Muratori F, Narzisi A

Received 26 November 2013

Accepted for publication 23 December 2013

Published 8 April 2014 Volume 2014:10 Pages 577—586

DOI https://doi.org/10.2147/NDT.S58308

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 2

Filippo Muratori,1,2 Antonio Narzisi1

IDIA group

1Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy; 2University of Pisa, Calambrone, Pisa, Italy

Background: In the last few years, the results of different studies have confirmed, in different ways, the importance of early intervention for autism. This study aims to evaluate the role of early "as usual" interventions in the outcome of toddlers diagnosed with autism spectrum disorder (ASD).
Method: Seventy children with ASD aged between 24 and 48 months were recruited at different centers in Italy. They were evaluated by blind researchers at baseline and after 6 months of using Autism Diagnostic Observation Schedule-Generic (ADOS-G), Griffiths Mental Developmental Scales, and Vineland Adaptive Behavior scales. Parents filled out the MacArthur Inventory, Social Communication Questionnaire, and Child Behavior Check List. All children were referred to community providers for available interventions.
Results: At the endpoint, most of the children were still classified as having an ADOS-G classification of ASD. However, 21 (34.2%) passed from autism to autism spectrum, and 3 (4.2%) passed from autism spectrum to no spectrum. Treatment effects were obtained for cognitive functioning, language, adaptive behavior, and child behavior without differences between development-oriented and behavior-oriented interventions. Parent involvement was a mediator for the best clinical outcome. Baseline low impairments of communication, language comprehension, and gesture were predictors of positive outcome.
Conclusion: Treatment as usual, composed of individual therapy plus school-supported inclusion, may be an effective intervention in ASD. Better initial levels of communication in child and parent involvement during treatment have an important role for a positive outcome.

Keywords: autism, preschoolers, treatment as usual, early intervention

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