Early Intensive Behavioral Intervention Research Over the Past 20 Years: An In-Depth Look

Abstract

The purpose of this study is to descriptively analyze the most recent research focused on early intensive behavioral intervention over the last 20 years through a systematic review. The review adhered to the preferred reporting items for systematic reviews and meta-analyses guidelines. Initially, 28 electronic databases were searched using the advanced search engine of Ege University Library with predefined keywords. This search resulted in a total of 279 studies, comprising 235 from the databases and 44 from the references of articles accessed via manual searching. All studies were rigorously evaluated according to seven inclusion criteria. The inclusion criteria applied were: (a) publication between January 1, 2005, and August 1, 2025, (b) weak, semi-experimental, or fully experimental study designs, (c) the independent variable being directly focused on early intensive behavioral education, (d) reporting of outcomes obtained from children as a result of the application, (e) participants consisting of children aged 0-8 diagnosed with the disorder, (f) publication in peer-reviewed journals, and (g) publication in the English language. Based on these criteria, 23 studies were ultimately included in the review. The descriptive analysis yielded data concerning demographic information (group participant numbers, age, and prerequisite characteristics), methods (setting, measurement tools, dependent variables, application intensity, application form and practitioners, independent variables, and research method), and study findings (child outcomes). The general conclusion was that most studies showing significant improvements in children diagnosed with the disorder—specifically in cognitive, language, and adaptive behavior levels and a reduction in symptoms—were quasi-experimental, while the number of randomized controlled studies was very limited. All findings obtained from the review were thoroughly discussed, and recommendations were made.

Keywords

• early intensive behavioral intervention
• autism spectrum disorder
• Lovaas model
• ABA-based intervention

Son 20 Yıllık Süreçte Erken Yoğun Davranışsal Eğitim Araştırmaları: Derinlemesine Bir Bakış

Abstract

Bu çalışmanın amacı, sistematik bir derleme yürüterek erken yoğun davranışsal eğitim odaklı son 20 yıllık süreçteki en güncel araştırmaları betimsel olarak analiz etmektir. Derleme, sistematik derleme ve meta-analiz için tercih edilen raporlama maddeleri kullanılarak gerçekleştirilmiştir. Önceden belirlenen anahtar sözcükler kullanılarak Ege Üniversitesi Kütüphanesi’nin gelişmiş arama motoru aracılığıyla 28 elektronik veri tabanı taranmıştır. Tarama sonucunda, veri tabanlarından 235 çalışma ve elle tarama yoluyla ulaşılan makalelerin kaynakçalarından 44 çalışma olmak üzere toplam 279 çalışmaya erişilmiştir. Tüm çalışmalar, dâhil etme ve hariç tutma ölçütlerine göre değerlendirilmiştir. Araştırmada kullanılan dâhil etme ölçütleri şunlardır: (a) 01.01.2005-01.08.2025 tarihleri arasında yayımlanmış olması, (b) zayıf, yarı veya tam deneysel çalışmalar olması, (c) bağımsız değişkenin doğrudan erken yoğun davranışsal eğitim odaklı olması, (d) uygulama sonucunda çocuklardan elde edilen çıktıların raporlanmış olması, (e) katılımcıların 0-8 yaş aralığında otizm spektrum bozukluğu tanılı çocuklardan oluşması, (f) hakemli dergilerde yayımlanmış olması ve (g) İngilizce dilinde yayımlanmış olması. Tüm bu ölçütlere göre 23 çalışma kapsama alınmıştır. Betimsel analiz sonucunda demografik bilgi (katılımcı sayıları, yaş ve önkoşul özellikler), yöntem (ortam, ölçüm araçları, uygulama yoğunluğu, biçimi, uygulamacılar ve araştırma yöntemi) ve çalışmaların bulguları (çocuk çıktıları) açısından veriler elde edilmiştir. Genel bir sonuç olarak, erken yoğun davranışsal eğitimin, otizm spektrum bozukluğu tanılı çocuklarda özellikle zihin, dil ve uyumsal davranış düzeylerinde artış ve belirtilerde azalma yönünde önemli gelişmeler sağladığını gösteren araştırmaların çoğunun yarı-deneysel olduğu, ancak randomize kontrollü araştırma sayısının çok sınırlı kaldığı görülmüştür. Derlemeden elde edilen tüm bulgular tartışılmış ve önerilerde bulunulmuştur.

Keywords

• erken yoğun davranışsal eğitim
• otizm spektrum bozukluğu
• Lovaas Model
• uygulamalı davranış analizi temelli müdahale

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