CENTRAL VALLEY AUTISM PROJECT, INC.
A Published Lovaas Research & Clinical Replication Site
Established in 1990
A Published Lovaas Research & Clinical Replication Site
Established in 1990
Research: Frequently Asked Questions
Copyright Central Valley Autism Project, Inc. 2005-2011
1. Why do we conduct research?
Research helps us determine if the treatment provided is effective. It is also a helpful
tool for families in determining the best treatment. When research is conducted, we
are asking a question (stating a hypothesis), and then careful investigation and
measurements occur to determine whether the hypothesis is correct. Without
research to support the treatment, effectiveness would be a mere guess. We need to
be sure that the treatment is one that has been proven effective to work in the past
and supported by research.
2. What type of research is CVAP conducting?
Studies Related to Early Intensive Behavioral Treatment (EIBT)
CVAP was a participant in the UCLA Young Autism Project Research Replication
Project, a replication study of the world renowned work of Dr. Ivar Lovaas (1987). Dr.
Lovaas’s study demonstrated that 47% of the children who participated in the Early
Intensive Behavioral Treatment Program independently entered and participated in
regular education classrooms with their peers. CVAP published a replication study,
Early Intensive Behavioral Treatment: Replication of the UCLA Model in a Community
Setting, in Developmental and Behavioral Pediatrics, 2006 (Cohen, H., Amerine-
Dickens, M., & Smith, T.), demonstrating successful results attaining scores in the
average range on IQ, language, and adaptive behavior skills as well as regular
education classroom placements for many of the children.
CVAP, Inc. is currently working on three additional EIBT outcome studies. Below are
brief descriptions of each of these studies:
•Center-Based EIBT Outcome Study
This study aims to assist the field in determining if similar treatment outcomes can be
achieved when children participate in Center-Based EIBT, when compared to children
who participate in In-Home EIBT.
•Older Children EIBT Outcome Study
All children who participated in the above-mentioned 1987 Lovaas study and the
2006 CVAP study were younger than 3 years, 6 months, when they were diagnosed
with autism, and less than 4 years old when they began treatment. In the Outcome
Study for Older Children in EIBT, children who participated were over the age of 48
months at onset of treatment. CVAP wanted to be able to determine if age at
diagnosis and treatment onset have an effect on outcome. We have collected all of
the data for this study and are currently preparing to analyze the data and publish
our results.
•Follow-Up on 2006 Study
In 1993, Dr. Lovaas conducted a follow-up study, investigating if the effects of EIBT
he reported in the 1987 study were maintained. The results indicated that of the 9
children who were considered “best-outcome” (those who entered regular education
independently) 8 of those maintained their gains made during their earlier treatment
and continued to be in regular education classrooms independently. One child had
been moved to a classroom for emotionally disturbed children. Likewise, CVAP is
doing the same type of follow-up study on the children who participated in the 2006
study. This is an ongoing project.
Studies Related to Advanced Social Skills
CVAP offers an Advanced Social Skills and Theory of Mind (ToM) Program specifically
targeting complex social and interactive skills, and understanding behaviors
associated with social and emotional meaning, and responding appropriately in the
social context for individuals with lingering social deficits. However, there is not
currently a standardized, comprehensive measure to determine children’s levels of
functioning in ToM, in the United States. Because there is no standardized measure,
individual “ToM tasks” are used instead, to determine which ToM deficits, if any, a
child displays. While this allows clinicians to measure ToM skills, it can be challenging
to determine which individual ToM tasks to present when attempting to determine a
child’s level of functioning in this area. (Imagine trying to determine a child’s IQ score
if your only tools to do so were individual intelligence testing measures such as one
working memory task, one language matrix task, one processing speed task, etc.!)
Fortunately, there is a standardized test in Holland, the Theory of Mind-Test (ToM-
Test), which was published in Dutch and has been utilized by Dutch clinicians since
1999. CVAP has partnered with Dr. Pim Steerneman and Dr. Cor Meesters of Holland,
authors of the ToM-Test, to norm and validate the ToM-Test in English and to produce
a revision, for use in the United States. Once it has been validated, the ToM-Test will
be a very useful tool in the United States in assessing deficits in ToM and developing
a treatment program. It will also be a very useful tool when used as a post-test after
a treatment has been completed, to determine effectiveness of treatment.
4. How do individuals participate in the studies?
Research projects are presented to families, as studies become available. Parents
are fully informed about the project, and the decision to participate or not remains
completely their own. If they chose to participate, they are provided a Research
Consent of which they sign. The above mentioned EIBT outcome studies are such
that if a family chooses to participate, the EIBT program they receive is the same
whether they participate in the study or not.
5. Who can I contact if I have questions about CVAP's research?
Mieke San Julian, CVAP Research Coordinator
Email
(209) 327-6773
Research helps us determine if the treatment provided is effective. It is also a helpful
tool for families in determining the best treatment. When research is conducted, we
are asking a question (stating a hypothesis), and then careful investigation and
measurements occur to determine whether the hypothesis is correct. Without
research to support the treatment, effectiveness would be a mere guess. We need to
be sure that the treatment is one that has been proven effective to work in the past
and supported by research.
2. What type of research is CVAP conducting?
Studies Related to Early Intensive Behavioral Treatment (EIBT)
CVAP was a participant in the UCLA Young Autism Project Research Replication
Project, a replication study of the world renowned work of Dr. Ivar Lovaas (1987). Dr.
Lovaas’s study demonstrated that 47% of the children who participated in the Early
Intensive Behavioral Treatment Program independently entered and participated in
regular education classrooms with their peers. CVAP published a replication study,
Early Intensive Behavioral Treatment: Replication of the UCLA Model in a Community
Setting, in Developmental and Behavioral Pediatrics, 2006 (Cohen, H., Amerine-
Dickens, M., & Smith, T.), demonstrating successful results attaining scores in the
average range on IQ, language, and adaptive behavior skills as well as regular
education classroom placements for many of the children.
CVAP, Inc. is currently working on three additional EIBT outcome studies. Below are
brief descriptions of each of these studies:
•Center-Based EIBT Outcome Study
This study aims to assist the field in determining if similar treatment outcomes can be
achieved when children participate in Center-Based EIBT, when compared to children
who participate in In-Home EIBT.
•Older Children EIBT Outcome Study
All children who participated in the above-mentioned 1987 Lovaas study and the
2006 CVAP study were younger than 3 years, 6 months, when they were diagnosed
with autism, and less than 4 years old when they began treatment. In the Outcome
Study for Older Children in EIBT, children who participated were over the age of 48
months at onset of treatment. CVAP wanted to be able to determine if age at
diagnosis and treatment onset have an effect on outcome. We have collected all of
the data for this study and are currently preparing to analyze the data and publish
our results.
•Follow-Up on 2006 Study
In 1993, Dr. Lovaas conducted a follow-up study, investigating if the effects of EIBT
he reported in the 1987 study were maintained. The results indicated that of the 9
children who were considered “best-outcome” (those who entered regular education
independently) 8 of those maintained their gains made during their earlier treatment
and continued to be in regular education classrooms independently. One child had
been moved to a classroom for emotionally disturbed children. Likewise, CVAP is
doing the same type of follow-up study on the children who participated in the 2006
study. This is an ongoing project.
Studies Related to Advanced Social Skills
CVAP offers an Advanced Social Skills and Theory of Mind (ToM) Program specifically
targeting complex social and interactive skills, and understanding behaviors
associated with social and emotional meaning, and responding appropriately in the
social context for individuals with lingering social deficits. However, there is not
currently a standardized, comprehensive measure to determine children’s levels of
functioning in ToM, in the United States. Because there is no standardized measure,
individual “ToM tasks” are used instead, to determine which ToM deficits, if any, a
child displays. While this allows clinicians to measure ToM skills, it can be challenging
to determine which individual ToM tasks to present when attempting to determine a
child’s level of functioning in this area. (Imagine trying to determine a child’s IQ score
if your only tools to do so were individual intelligence testing measures such as one
working memory task, one language matrix task, one processing speed task, etc.!)
Fortunately, there is a standardized test in Holland, the Theory of Mind-Test (ToM-
Test), which was published in Dutch and has been utilized by Dutch clinicians since
1999. CVAP has partnered with Dr. Pim Steerneman and Dr. Cor Meesters of Holland,
authors of the ToM-Test, to norm and validate the ToM-Test in English and to produce
a revision, for use in the United States. Once it has been validated, the ToM-Test will
be a very useful tool in the United States in assessing deficits in ToM and developing
a treatment program. It will also be a very useful tool when used as a post-test after
a treatment has been completed, to determine effectiveness of treatment.
4. How do individuals participate in the studies?
Research projects are presented to families, as studies become available. Parents
are fully informed about the project, and the decision to participate or not remains
completely their own. If they chose to participate, they are provided a Research
Consent of which they sign. The above mentioned EIBT outcome studies are such
that if a family chooses to participate, the EIBT program they receive is the same
whether they participate in the study or not.
5. Who can I contact if I have questions about CVAP's research?
Mieke San Julian, CVAP Research Coordinator
(209) 327-6773
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