For practitioners working with children with autism spectrum disorder (ASD) and intellectual disability (ID), staying informed about evidence-based interventions is crucial. The recent study titled "A developmental and sequenced one-to-one educational intervention (DS1-EI) for autism spectrum disorder and intellectual disability: A three-year randomized, single-blind controlled trial" provides valuable insights that can help improve educational outcomes for this population.
The study assessed the impact of the DS1-EI program, a structured ten-hour-per-week educational intervention designed for children aged five to nine years with ASD and ID. Conducted over three years, the study involved 72 participants who were randomly assigned to either the DS1-EI group or a treatment-as-usual (TAU) group. The primary outcome measured was the change in the psycho-educational profile (PEP), with secondary measures including the Childhood Autism Rating Scale (CARS), Autism Diagnostic Interview-Revised (ADI-R), Vineland Adaptive Behaviour Scale-II (VABS-II), Children's Global Assessment Scale (CGAS), and annual educational achievement.
Key findings from the study include:
- Educational Achievement: The DS1-EI group showed significant improvements in educational achievement across multiple domains, including language, mathematics, intermodality, and school autonomy, compared to the TAU group.
- School Inclusion: At the end of the study, a higher proportion of children in the DS1-EI group were included in mainstream classrooms compared to the TAU group (33% vs. 2.7%).
- Feasibility: Implementing the DS1-EI program was feasible, with a low dropout rate and high acceptability among institutions and participants.
Despite these positive outcomes, the study did not find significant improvements in communication or social skills for the DS1-EI group compared to the TAU group. However, the overall gains in educational achievement and increased school inclusion suggest that the DS1-EI program is a valuable intervention for enhancing school readiness and academic skills in children with ASD and ID.
For practitioners, these findings highlight the importance of incorporating structured, individualized educational interventions into the treatment plans for children with ASD and ID. The DS1-EI program's success in improving educational outcomes underscores the potential benefits of tailored instructional approaches that can be adapted to the unique needs of each child.
Moreover, this study encourages further research into the long-term impacts of such interventions on communication and social skills, as well as their applicability in different cultural and educational contexts.
To read the original research paper, please follow this link: A developmental and sequenced one-to-one educational intervention (DS1-EI) for autism spectrum disorder and intellectual disability: A three-year randomized, single-blind controlled trial.
