Applied behavior analytic intervention services for children with autism spectrum disorders: an investigation of Chinese parents
Bibliographic record
Abstract
Introduction: Applied behavior analysis (ABA)-based interventions have been used worldwide for several decades to improve socially significant behaviors of individuals with autism. However, as the utilization of the ABA-based interventions in the Chinese mainland is relatively new, it remains unclear about some fundamental aspects of using these interventions in this region. Method: = 10) to collect data from parents of children with autism. Results: This study found that (a) the ABA-based intervention service was the most popular one chosen by parents, and the majority of these parents reported improvements in children's behaviors and gave positive evaluations for the work of professionals; (b) this service was mainly delivered at autism organizations (i.e. autism clinics/schools) or children's homes, but rarely used in mainstream school settings; (c) the high cost of ABA interventions was a financial burden for families; and (d) a high proportion of parents were involved in interventions as assistant therapists. Furthermore, some aspects of the use of this service varied with families' socioeconomic levels. The qualitative interviews expounded upon motivations for parents' choices and evaluations for this service. Conclusion: These findings provided valuable insights for service providers, policymakers, and researchers to optimize ABA-based intervention services for Chinese children with autism.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".