John W. Jacobson

Cost–benefit estimates for early intensive behavioral intervention for young children with autism—general model and single state case

Clinical research and public policy reviews that have emerged in the past several years now make it possible to estimate the cost‐benefits of early intervention for infants, toddlers, and preschoolers with autism or pervasive development disorder—not otherwise specified (PDD—NOS). Research indicates that with early, intensive intervention based on the principles of applied behavior analysis, substantial numbers of children with autism or PDD—NOS can attain intellectual, academic, communication, social, and daily living skills within the normal range. Representative costs from Pennsylvania, including costs for educational and adult developmental disability services, are applied in a cost‐benefit model, assuming average participation in early intensive behavioral intervention (EIBI) for three years between the age of 2 years and school entry. The model applied assumes a range of EIBI eAects, with some children ultimately participating in regular education without supports, some in special education, and some in intensive special education. At varying rates of eAectiveness and in constant dollars, this model estimates that cost savings range from

A history of facilitated communication: Science, pseudoscience, and antiscience science working group on facilitated communication.

187,000 to

Manual of diagnosis and professional practice in mental retardation

203,000 per child for ages 3‐22 years, and from

System and Cost Research Issues in Treatments for People with Autistic Disorders

656,000 to

Positive behavior support and applied behavior analysis.

1,082,000 per child for ages 3‐55 years. DiAerences in initial costs of

Handbook of intellectual and developmental disabilities

33,000 and

The Willowbrook Futures Project: A Longitudinal Analysis of Person-Centered Planning

50,000 per year for EIBI have a modest impact on cost‐benefit balance, but are greatly outweighed by estimated savings. The analysis indicates that significant cost-aversion or cost-avoidance may be possible with EIBI. #1998 John Wiley & Sons, Ltd.

Early intensive behavioral intervention: emergence of a consumer-driven service model.

Facilitated communication (FC) is a method of assisting people with severe developmental disabilities to communicate. Before its adoption as a teaching–treatment technique, the only research evidence in support of its validity consisted of a small number of descriptive reports in the professional li

Quantifying the Process and Outcomes of Person-Centered Planning

Part I Foundations: Definition of Mental Retardation The Social Ecology of Mental Retardation Classification of Mental Retardation Psychometrics Intellectual Development, and the Structure of Adaptive Behaviour. Part II Assessment and Diagnosis: Mental Retardation and Assessment of Cognitive Processes Everyday Intelligence and Adaptive Behaviour - A Theoretical Framework Adaptive Development Survival Roles, and Quality of Life Psychopathology in Mental Retardation Major Technical Breakthroughs in the Diagnosis of Mental Retardation Behavioural Assessment Assessment of Quality of Life. Part III Prevention and Treatment: Prevention - Social and Educational Factors and Early Intervention Prevention - Biological Factors Cultural Considerations in Assessment, Diagnosis and Intervention Communicating Assessment Results in Mental Retardation Cognitive and Vocational Interventions for School-Age Children and Adolescents with Mental Retardation Assessment and Therapy for Families Coping with Mental Retardation Parent Training - Sexuality and Sexual Development the Mentally Retarded Offender Psychopharmacology Applied Behavioural Intervention Behaviour Therapies - A Multimodal Diagnostic and Intervention Model And Counselling and Psychotherapy. Part IV Service Delivery: Management and Organisational Issues in the Delivery of Psychological Services for People with Mental Retardation Interdisciplinary Collaboration in the Practice of Mental Retardation Wraparound Services And Professional Advocacy and Legal Issues.

Facilitated communication: Better education through applied ideology

Parents of children with autism and pervasive developmental disorder and educational and clinical practitioners providing services to them regularly confront a wide range of service selection and financial decisions that are not as yet effectively addressed by applied research. Relevant systems issues span a very broad range of concerns: (a) systems delivery models and issues (e.g., costs of services, implementation of intensive intervention, and teacher or therapist training); (b) how best to integrate treatments; (c) providing treatment to those with limited monetary resources; (d) cost and cost/benefit analyses; (e) how to educate adult psychiatrists (as well as other practitioners and personnel) regarding autism; and (f) gaps between research and practice.