There have been many fad-like interventions for children with autism that have had little or no tangible results or in some cases caused harm (Smith, 2006; Association for Science in Autism Treatment, www.asatonline.org). It's understandable that insurance companies, school districts, and other government agencies that are governed by requirements to provide only evidence-based treatments are hesitant to provide benefits for specific interventions. However, the evidence supporting intensive behavioral treatment has grown to a level that is all but overwhelming. Numerous reviews of the quantity and quality of research on interventions for children with autism demonstrate the Lovaas Model of Early Intensive Behavioral Intervention to be "well established" based upon objective criteria for evaluating educational and social science research (Eikeseth, 2009; Rogers & Vismara, 2008, Odom et al., 2009).

Sally Rogers and Laurie Vismara of the University of California, Davis MIND Institute conclude the following as a part of their review of comprehensive treatments for children with autism:

"To summarize findings from studies of Lovaas's treatment approach, two important points stand out. First, Sallows and Graupner's (2005) and Cohen et al.'s (2006) findings of ''recovery'' or best outcome status in approximately half of their groups of treated children support the original finding that ''recovery,'' defined as IQs in the normal range and educational placement in typical age-level classrooms without supports, may be possible for a significant subgroup of children with autism, treated early enough and intensively enough. There may well be more plasticity in autism than the field has suspected" (Rogers & Vismara, 2008, pp. 24-25).

Also, in their review of evidence-based, comprehensive treatments for children with autism, Rogers and Vismara conclude:

"Lovaas's treatment meets Chambless and colleague's (Chambless et al., 1998; Chambless et al., 1996) criteria for ''well-established'' and no [other comprehensive] treatment meets the ''probably efficacious'' criteria." (p.1).

While Early Intensive Behavioral Intervention is now a "well-established" comprehensive treatment for children with autism, numerous hurdles remain. Governmental and medical professionals in the insurance community typically have different languages or tools for evaluating the effectiveness of interventions. This past year, I had the privilege of helping complete a research study concerning the effectiveness of early intensive behavioral intervention (EIBI). EIBI was analyzed using tools the psychological and medical community interprets to make evidence-based treatment decisions (i.e., effect size, numbers need to treat, and absolute risk reduction).

The study demonstrated, in short, that EIBI for children with autism has a large effect on the intellectual function of children with autism and a moderate effect on adaptive behavior (i.e., communication, socialization, and daily living skills). The results of the meta-analysis support the notion that in the absence of other empirically supported treatment, early intensive behavioral intervention should be the treatment of choice for children with autism. For a summary of the research and others like it, go to: http://www.apbahome.net/newsletter.php?nid=9&aid=99

- Scott Cross

The table below demonstrates the effect of EIBI services in relation to other services for which insurance companies, school districts, or government agencies may be funding. (The greater the number, the greater the effect size as suggested in Table 2).

Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child and Adolescent Psychology, 38, 439-450.

Smith, T. (2006). Are other treatments effective? In Maurice, C., Green, G., & Luce, S. Behavioral Intervention for Young Children with Autism: A Manual for Parents and Professionals. Pro Ed. Austin, TX.

Eikeseth, S. (2009). Outcome of comprehensive psycho-educational interventions for young children with autism. Research in Developmental Disabilities, 30, 158-178.