ABA is NOT evidence based and here's the receipt from a meta-analysis by Yu et Al (2020) : "significant effects for the outcomes of autism general symptoms, receptive language, adaptive behavior, daily living skills, IQ, verbal IQ, nenverbal IQ, restricted and repetitive behavior, motor and cognition were not observed." If that's the conclusion after 60 years of practice ABA should be set aside in favor of new therapies that might actually help. The only thing ABA succeeds at is teaching people to behave "normal", and it does a good deal of harm in the process.
You intentionally left information out of your comment from that article. They never once mention that ABA is not evidence based or that it is not a useful treatment for those with autism, in fact quite the opposite. From that same article you posted in the same exact abstract they state: "Those results suggested outcomes of socialization, communication and expressive language may be promising targets for ABA-based interventions involving children with ASD. However, significant effects for the outcomes of autism general symptoms, receptive language, adaptive behavior, daily living skills, IQ, verbal IQ, nenverbal IQ, restricted and repetitive behavior, motor and cognition were not observed." The conclusion was: "The small number of studies included in the present study limited the ability to make inferences when comparing ABA, ESDM, PECS and DTT interventions for children with ASD." All you did was present only a small portion of the results that were insignificant... There is plenty of evidence to suggest that it is an evidence based treatment for ASD you just didn't bother to read the article. From the discussion section they explain this in detail: "Additionally, we found that long-term, comprehensive ABA-based interventions were beneficial to lifelong development of children with ASD. In Virués-Ortega’s study, the results suggested that long-term, comprehensive ABA-based intervention led to (positive) medium to large effects in terms of intellectual functioning, language development, acquisition of daily living skills and social functioning in children with ASD [58]. Although favorable effects were apparent across all outcomes, language-related outcomes (IQ, receptive and expressive language, communication) were superior to nonverbal IQ, social functioning and daily living skills, with effect sizes approaching 1.5 for receptive and expressive language and communication skills. Dose-dependent effect sizes were apparent by levels of total treatment hours for language and adaptation composite scores. In Roth et al.’s [59] study, adolescents and adults with ASD were included and the results suggested that the behavioral interventions in the areas of academic skills, adaptive skills, problem behavior interventions in the areas of academic skills, adaptive skills, problem behavior, phobic avoidance, social skills, and vocational skills had medium-to-strong effect sizes. Medium-to-high confidence in findings was noted for 81% of the studies in the meta-analysis; however, three-fourths of the reviewed studies did not include treatment integrity, which may affect the ability to draw conclusion about the effectiveness of the interventions. Therefore, it is necessary for children with ASD to ensure long-term adherence to treatment, for ABA-based interventions may have slower effect." And end on this note: "This review suggested that the outcomes of socialization, communication and expressive language may be promising targets for ABA-based interventions involving children with ASD. However, significant effects for the outcomes of general symptoms of ASD, receptive language, adaptive behavior, daily living skills, IQ, verbal IQ, nonverbal IQ, restricted and repetitive behavior, motor and cognition were not observed. The small number of studies included in the present study were limited in the ability to make inferences when comparing ABA, ESDM, PECS and DTT interventions for children with ASD and investigating the strengths and weaknesses of each type of intervention in terms of important outcomes. More methodologically rigorous researches will be necessary to ascertain the precise potential of ABA-based interventions for children with ASD."
It's the most evidence-based.
ABA is NOT evidence based and here's the receipt from a meta-analysis by Yu et Al (2020) : "significant effects for the outcomes of autism general symptoms, receptive language, adaptive behavior, daily living skills, IQ, verbal IQ, nenverbal IQ, restricted and repetitive behavior, motor and cognition were not observed." If that's the conclusion after 60 years of practice ABA should be set aside in favor of new therapies that might actually help.
The only thing ABA succeeds at is teaching people to behave "normal", and it does a good deal of harm in the process.
You intentionally left information out of your comment from that article. They never once mention that ABA is not evidence based or that it is not a useful treatment for those with autism, in fact quite the opposite. From that same article you posted in the same exact abstract they state:
"Those results suggested outcomes of socialization, communication and expressive language may be promising targets for ABA-based interventions involving children with ASD. However, significant effects for the outcomes of autism general symptoms, receptive language, adaptive behavior, daily living skills, IQ, verbal IQ, nenverbal IQ, restricted and repetitive behavior, motor and cognition were not observed."
The conclusion was:
"The small number of studies included in the present study limited the ability to make inferences when comparing ABA, ESDM, PECS and DTT interventions for children with ASD."
All you did was present only a small portion of the results that were insignificant... There is plenty of evidence to suggest that it is an evidence based treatment for ASD you just didn't bother to read the article.
From the discussion section they explain this in detail:
"Additionally, we found that long-term, comprehensive ABA-based interventions were beneficial to lifelong development of children with ASD. In Virués-Ortega’s study, the results suggested that long-term, comprehensive ABA-based intervention led to (positive) medium to large effects in terms of intellectual functioning, language development, acquisition of daily living skills and social functioning in children with ASD [58]. Although favorable effects were apparent across all outcomes, language-related outcomes (IQ, receptive and expressive language, communication) were superior to nonverbal IQ, social functioning and daily living skills, with effect sizes approaching 1.5 for receptive and expressive language and communication skills. Dose-dependent effect sizes were apparent by levels of total treatment hours for language and adaptation composite scores. In Roth et al.’s [59] study, adolescents and adults with ASD were included and the results suggested that the behavioral interventions in the areas of academic skills, adaptive skills, problem behavior interventions in the areas of academic skills, adaptive skills, problem behavior, phobic avoidance, social skills, and vocational skills had medium-to-strong effect sizes. Medium-to-high confidence in findings was noted for 81% of the studies in the meta-analysis; however, three-fourths of the reviewed studies did not include treatment integrity, which may affect the ability to draw conclusion about the effectiveness of the interventions. Therefore, it is necessary for children with ASD to ensure long-term adherence to treatment, for ABA-based interventions may have slower effect."
And end on this note:
"This review suggested that the outcomes of socialization, communication and expressive language may be promising targets for ABA-based interventions involving children with ASD. However, significant effects for the outcomes of general symptoms of ASD, receptive language, adaptive behavior, daily living skills, IQ, verbal IQ, nonverbal IQ, restricted and repetitive behavior, motor and cognition were not observed. The small number of studies included in the present study were limited in the ability to make inferences when comparing ABA, ESDM, PECS and DTT interventions for children with ASD and investigating the strengths and weaknesses of each type of intervention in terms of important outcomes. More methodologically rigorous researches will be necessary to ascertain the precise potential of ABA-based interventions for children with ASD."
Where are the adult autistic people who went through the process of ABA and now advocate for it? @@l33tsn1per