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  • 1.
    Janson Spjut, Birgitta
    et al.
    Univ Gothenburg, Sweden; Child and Adolescent Habilitat and Hlth Unit, Sweden; Queen Silvia Childrens Hosp, Sweden.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Tjus, Tomas
    Univ Gothenburg, Sweden.
    Comparing Imitation Responding and IBT for children with ASD, a preschool intervention2019In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802Article in journal (Refereed)
    Abstract [en]

    The present study examined the effectiveness of two interventions, Imitation Responding (IR) and Intensive Behavior Treatment (IBT) used as initial treatment programs for autistic children enrolled in ordinary preschools. The interventions were carried out by parents and/or preschool teachers with supervision from Child Adolescent Habilitation and Health Clinics. Children were randomly assigned to either the IR group or the IBT group. The IR group received a new focused imitation treatment averaging 2.2 hours per week, while the children in the IBT group received 14.4 hours treatment per week. The outcome was measured with subscales from PEP-3 and Vineland-II, covering language and social domains. The between-group comparison revealed no significant differences in effect of treatment during the 5 months that encompassed the period from pre- to posttest. Within-group comparisons revealed significant changes on four subscales for the IR-group, with the highest effect sizes for play and expressive language, while for the children in the IBT-group a significant gain was evident for five subscales with the highest effect sizes observed for expressive and receptive language. These findings suggest that IR can be used as an initial and complementary method in settings where IBT is usually the primary treatment of choice.

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  • 2.
    Svensson, Idor
    et al.
    Linnaeus Univ, Sweden.
    Falth, Linda
    Linnaeus Univ, Sweden.
    Tjus, Tomas
    Gothenburg Univ, Sweden.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Two-step tier three interventions for children in grade three with low reading fluency2019In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 19, no 1Article in journal (Refereed)
    Abstract [en]

    The main aim of this study was to investigate the effect of a tier three intervention, response-to-intervention design, on children with low reading ability in grade three. Twenty-eight children (12 females and 16 males) participated in this study. The participants were given out a battery of reading tests including decoding and reading comprehension tests, and in total, the children received 20 reading intervention sessions in two waves, during 4 weeks. The results showed substantial gains with large effect sizes (d 0.78-2.95) on all the reading tests after the intervention period. A short, intensive and individualised intervention has a substantially positive effect on childrens reading ability. For a majority of the children, the increased ability sustains even 4 years after the end of the interventions. However, as boys seem to have the greatest problem to sustain their increased ability, the authors claim that it is important to continue the intervention even after the research interventions have ended.

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