Longitudinal changes in developmental functioning among children with autism spectrum disorders receiving school-based early intensive behavioral intervention in China

Abstract

Early Intensive Behavioral Intervention (EIBI) is widely recognized as an effective treatment for children with autism spectrum disorder (ASD), yet longitudinal evidence from non-Western educational settings remains limited. This study examined developmental trajectories among children with ASD participating in a school-based EIBI program in China. Archival data from 39 children aged 2–12 enrolled in a private special education school were analyzed. Developmental functioning was assessed using the Assessment of Basic Language and Learning Skills–Revised (ABLLS-R) across three assessment points at three-month intervals. Linear mixed-effects models showed a significant effect of time on composite scores, indicating progressive developmental improvement. Significant improvements were observed in basic learner skills, motor skills, and self-help skills. Academic skills showed moderate improvement across the intervention period. Multiple regression analysis indicated baseline composite score significantly predicted third composite scores, where age at program entry and total program hours were not significantly associated with outcomes. These findings provide longitudinal evidence supporting the effectiveness of school-based EIBI in promoting developmental progress among children with ASD in a Chinese educational context.