Social and Behavioural Outcomes of School Aged Autistic Children Who Received Community-Based Early Interventions.

This study looked at how autistic children were doing at school age after receiving early intervention programs. Researchers compared children who had Group Early Start Denver Model therapy with those who had other community programs. Both groups had similar challenges with daily living skills, social skills, behaviour problems, and attitudes about school. The main difference was that children in the other programs had more disrupted play.

All children still needed ongoing support at school, regardless of which early intervention they received.

This study examined school-age outcomes of 31 autistic children who received community-based Group Early Start Denver Model (G-ESDM) compared to 28 children who received other community interventions. Results showed no significant differences between groups in adaptive functioning, social skills, problem behaviours, or school attitudes. The only difference found was in play disruption, where children receiving other community interventions showed higher levels compared to the G-ESDM group. Both groups demonstrated pervasive challenges across adaptive behaviour, social skills, and play behaviour at school, suggesting that regardless of early intervention type received, ongoing support is needed throughout the school years.

Results suggest that while early intervention is important, ongoing support is essential throughout school years. Different community-based early interventions may yield similar long-term outcomes, though G-ESDM may offer some advantages for play skills. Clinicians should prepare families for continued support needs beyond early intervention period.

Small sample size (59 total participants) limits generalisability. Study type not specified, preventing assessment of methodological quality. No information provided about intervention duration, intensity, or specific outcome measures used. Lack of control group without early intervention limits conclusions about intervention effectiveness overall.

The school-age outcomes of autistic children who received early interventions (EI) remains limited. Adaptive functioning, social, peer play skills, problem behaviours, and attitudes towards school of 31 autistic children who received community-based group early start Denver model (G-ESDM) were compared to 28 age matched autistic children who received other community interventions. Similar adaptive behaviours, social skills, problem behaviours and attitudes towards school were found. Play disruption was the only dimension of play to differ; children that received community interventions demonstrated higher levels of play disruption compared to the G-ESDM group.

Children had pervasive challenges in adaptive behaviour, social and play behaviour at school, irrespective of EI type. Thus, ongoing provisions are needed to support development into the school years.