Bridging the Gap: Evaluating the Efficacy of Low-Intensity Developmental Behavioral Intervention and Parent Education on Skill Acquisition in Children With Developmental Disorders Including Autism Spectrum Disorder.
Purpose: In low- and middle-income countries (LMICs), where the majority of children with developmental disorders live, access to early, specialized interventions is highly limited. While studies from high-income countries show that tailored early intervention can be effective in learning new skills...
| Publicado en: | Journal of Autism & Developmental Disorders p. 1 |
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| Autores principales: | , , |
| Formato: | Journal Article |
| Publicado: |
Springer Nature
Jan2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=190952639&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190952639 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jan2026 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 190952639 10.1007/s10803-025-07205-z 190952639 ppf: 1 formats: tig: atl: Bridging the Gap: Evaluating the Efficacy of Low-Intensity Developmental Behavioral Intervention and Parent Education on Skill Acquisition in Children With Developmental Disorders Including Autism Spectrum Disorder. aug: au: Dzanko, Eldin Pistoljevic, Nirvana Erjavec, Mihela affil: School of Medicine and Health, Department of Social Pediatrics, Technical University of Munich sug: ab: Purpose: In low- and middle-income countries (LMICs), where the majority of children with developmental disorders live, access to early, specialized interventions is highly limited. While studies from high-income countries show that tailored early intervention can be effective in learning new skills, there remains a lack of evidence-based approaches specifically designed for the realities of LMICs.The study included 50 preschoolers, 25 of whom (mean age = 52.4 months) participated in an individualized developmental and behavioral program combined with parent education in addition to preschool attendance over a six-month period. The remaining 25 children (mean age = 50.5 months) attended only preschool. The intervention averaged 2.9 h per week (range: 2.1–4 h) and targeted age-appropriate developmental goals. Additionally, parents received an average of 0.6 h per week (range: 0.2–0.7 h) of education to support the generalization of skills to daily life.Children who received the individualized developmental and behavioral intervention combined with parent education in addition to preschool made statistically significant progress across all developmental areas compared to those who attended only preschool.These findings highlight the potential of locally adapted, evidence-based, low-intensity interventions, combined with parent education, to improve outcomes for children with developmental disorders, including autism, in LMICs.Methods: In low- and middle-income countries (LMICs), where the majority of children with developmental disorders live, access to early, specialized interventions is highly limited. While studies from high-income countries show that tailored early intervention can be effective in learning new skills, there remains a lack of evidence-based approaches specifically designed for the realities of LMICs.The study included 50 preschoolers, 25 of whom (mean age = 52.4 months) participated in an individualized developmental and behavioral program combined with parent education in addition to preschool attendance over a six-month period. The remaining 25 children (mean age = 50.5 months) attended only preschool. The intervention averaged 2.9 h per week (range: 2.1–4 h) and targeted age-appropriate developmental goals. Additionally, parents received an average of 0.6 h per week (range: 0.2–0.7 h) of education to support the generalization of skills to daily life.Children who received the individualized developmental and behavioral intervention combined with parent education in addition to preschool made statistically significant progress across all developmental areas compared to those who attended only preschool.These findings highlight the potential of locally adapted, evidence-based, low-intensity interventions, combined with parent education, to improve outcomes for children with developmental disorders, including autism, in LMICs.Results: In low- and middle-income countries (LMICs), where the majority of children with developmental disorders live, access to early, specialized interventions is highly limited. While studies from high-income countries show that tailored early intervention can be effective in learning new skills, there remains a lack of evidence-based approaches specifically designed for the realities of LMICs.The study included 50 preschoolers, 25 of whom (mean age = 52.4 months) participated in an individualized developmental and behavioral program combined with parent education in addition to preschool attendance over a six-month period. The remaining 25 children (mean age = 50.5 months) attended only preschool. The intervention averaged 2.9 h per week (range: 2.1–4 h) and targeted age-appropriate developmental goals. Additionally, parents received an average of 0.6 h per week (range: 0.2–0.7 h) of education to support the generalization of skills to daily life.Children who received the individualized developmental and behavioral intervention combined with parent education in addition to preschool made statistically significant progress across all developmental areas compared to those who attended only preschool.These findings highlight the potential of locally adapted, evidence-based, low-intensity interventions, combined with parent education, to improve outcomes for children with developmental disorders, including autism, in LMICs.Conclusion: In low- and middle-income countries (LMICs), where the majority of children with developmental disorders live, access to early, specialized interventions is highly limited. While studies from high-income countries show that tailored early intervention can be effective in learning new skills, there remains a lack of evidence-based approaches specifically designed for the realities of LMICs.The study included 50 preschoolers, 25 of whom (mean age = 52.4 months) participated in an individualized developmental and behavioral program combined with parent education in addition to preschool attendance over a six-month period. The remaining 25 children (mean age = 50.5 months) attended only preschool. The intervention averaged 2.9 h per week (range: 2.1–4 h) and targeted age-appropriate developmental goals. Additionally, parents received an average of 0.6 h per week (range: 0.2–0.7 h) of education to support the generalization of skills to daily life.Children who received the individualized developmental and behavioral intervention combined with parent education in addition to preschool made statistically significant progress across all developmental areas compared to those who attended only preschool.These findings highlight the potential of locally adapted, evidence-based, low-intensity interventions, combined with parent education, to improve outcomes for children with developmental disorders, including autism, in LMICs. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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