Clinical outcomes and associated predictors of early intervention in autism spectrum disorder: a study protocol
Katrina Williams,
Valsamma Eapen,
Helen Heussler,
Cheryl Dissanayake,
Kate Cameron,
Natalie Silove,
Anne Masi,
Tasha Alach,
Kathryn Fordyce,
Grace Frost,
Rachel Grove,
Rhylee Sulek,
Madonna Tucker
Affiliations
Katrina Williams
Department of Paediatrics, Monash University, Clayton, Victoria, Australia
Valsamma Eapen
School of Psychiatry, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia
Helen Heussler
Medical Director Child and Youth Community Health Services, Medical Director Child Development Program, SMO Sleep Medicine, Children's Health Queensland Hospital and Health Service, South Brisbane, Queensland, Australia
Cheryl Dissanayake
School of Psychology and Public Health, La Trobe University, Olga Tennison Autism Research Centre, Director & Chair, Melbourne, Victoria, Australia
Kate Cameron
Manager of Early Childhood Services, Autism Association of Western Australia Inc, Subiaco, Western Australia, Australia
Natalie Silove
Child Development Unit, The Sydney Children's Hospitals Network Randwick and Westmead, Westmead, New South Wales, Australia
Anne Masi
School of Psychiatry, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia
Tasha Alach
Director of Therapy and Clinical Services, Autism Association of Western Australia Inc, Subiaco, Western Australia, Australia
Kathryn Fordyce
General Manager Operations, North West Tasmania Autism Specific Early Learning and Care Centre, St Giles Society Limited, Burnie, Tasmania, Australia
Grace Frost
Disability, Mental Health and Child Care Services, Anglicare SA, Daphne Street Autism Specific Early Learning and Care Centre, Adelaide, South Australia, Australia
Rachel Grove
Chancellor’s Postdoctoral Research Fellow, University of Technology Sydney Faculty of Health, Sydney, New South Wales, Australia
Rhylee Sulek
Griffith Institute for Educational Research, Griffith University, Brisbane, Queensland, Australia
Madonna Tucker
Autism Specific Early Learning and Care Centre – AEIOU for Children with Autism (AEIOU Foundation), Brisbane, Queensland, Australia
Introduction Research highlights the importance of early intervention for children with autism spectrum disorder with better outcomes associated with earlier access to early intensive intervention (EII) programmes. However, there is significant variability in response to EII despite children receiving the same programmes.Methods and analysis A prospective, multisite cohort study using a pre–post design assesses the predictors of early intervention outcomes for children who receive EII through six early intervention services (Autism Specific Early Learning and Care Centres, ASELCCs) across Australia. Child and family characteristics at entry to and exit from ASELCCs are ascertained using measures of autism symptoms (Autism Diagnostic Observation Schedule-2; Social Communication Questionnaire); cognitive, language and developmental skills (Mullen Scale of Early Learning); adaptive function (Vineland Adaptive Behaviour Scale—second Edition); behaviours (Child Behaviour Checklist—1.5 to 5 years; Restricted Repetitive Behaviour Scale); parental stress (Parent Stress Index-4 Short Form); quality of life (Quality of Life in Autism Scale) and a semistructured family history questionnaire for sociodemographic, family and psychosocial characteristics. Characteristics at entry are used as predictors of outcome at exit following EII approximately 12 months later. The change in score from baseline to exit will be the primary outcome of interest. The mediating role of family and psychosocial factors will also be considered.Ethics approval University of New South Wales Human Research Ethics Committee (HC14267).Dissemination of results Findings will be published in peer-reviewed journals and presented at conferences. A report summarising data and the interpretation of data will be published.
