ArticleFrontiers in pediatrics2025
Longitudinal changes in children with autism spectrum disorder receiving applied behavior analysis or early start denver model interventions over six months.
Article in Frontiers in pediatrics, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Enigma of autism regression mechanistic pathways, clinical phenotypes, and early intervention implications.World journal of clinical pediatrics · 2026Review
- Autism Spectrum Disorder in the Genomic Era: A Comprehensive Review of Etiology, Precision Diagnostics, Clinical Outcomes, and Emerging Gene-Editing Therapies.Neuropsychiatric disease and treatment · 2026Review
Corrections and comments
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Authors and funding
6 authors.
Funding
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Abstract
Background: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder characterized by social communication difficulties, restricted interests, repetitive behaviors, and sensory abnormalities. The rising prevalence of ASD presents a significant public health concern, with no pharmacological treatments available for its core symptoms. Therefore, early and effective behavioral interventions are crucial to improving developmental outcomes for children with ASD. Current interventions primarily focus on educational rehabilitation methods, including Applied behavior Analysis (ABA) and the Early Start Denver Model (ESDM). Objective: This study aims to examine the developmental changes in children with ASD following six months of ABA therapy or ESDM intervention. Methods: From December 2021 to December 2023, 30 children receiving ABA therapy at the Zhejiang Rehabilitation Medical Center (40 min/session, 4 sessions/day, 5 days/week), while another 30 children undergoing ESDM training at Hangzhou Children's Hospital (2 h of one-on-one sessions and 0.5 h of group sessions/day, 5 days/week). Both groups participated in their respective interventions for six months. Pre- and post-treatment assessments were conducted using the Psycho-educational Profile-Third Edition (PEP-3). Results: Both groups showed significant improvements in PEP-3 scores post-treatment, including cognitive verbal/pre-verbal, expressive language, receptive language, social reciprocity, small muscles, imitation, emotional expression, and verbal and nonverbal behavioral characteristics. Conclusion: Both ABA and ESDM interventions were associated with comprehensive improvements in children with ASD over a six-month period.
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