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

A study conducted in China evaluated the developmental progress of children with Autism Spectrum Disorder (ASD) receiving school-based Early Intensive Behavioral Intervention (EIBI). Analyzing archival data from 39 children over three-month intervals, the research found significant developmental improvements in composite scores, as measured by the ABLLS-R, indicating the effectiveness of EIBI in this context.

Why it matters

This research provides critical longitudinal evidence supporting the efficacy of Early Intensive Behavioral Intervention for children with Autism Spectrum Disorder in an educational setting outside of Western contexts. Such findings can inform global best practices and resource allocation for special education services, particularly in regions where such data is scarce.

Key insights

• Longitudinal evidence for EIBI effectiveness in non-Western educational settings is limited, particularly in China.
• The study focused on 39 children aged 2-12 with ASD receiving school-based EIBI.
• Developmental functioning was assessed using the Assessment of Basic Language and Learning Skills–Revised (ABLLS-R) at three-month intervals.
• Linear mixed-effects models showed a significant effect of time on composite scores, demonstrating progressive developmental improvement.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1930448