Developmental Relationship-Based Interventions for Autistic Children
Bibliographic record
Abstract
Interventions to support autistic children are often described as developmental, behavioral, or naturalistic developmental behavioral interventions; however, developmental approaches have not been well defined as a class of therapeutic intervention. We present the position of an interdisciplinary group of researchers and clinicians regarding the common features of developmental interventions. The term Developmental Relationship-Based Interventions (DRBI) is proposed as a useful way to represent this classification of interventions. The defining features of DRBI are: (a) a developmental framework based on a child’s innate motivation for social engagement and learning, and (b) a primary focus on supporting parent-child and other social interactions and relationships. Four strategies consistently used in DRBI are: Social Play, Sensitive Responding, Following the Child’s Lead, and Presenting Challenges. We also describe the features that differentiate DRBI from Naturalistic Developmental Behavioral Interventions (NDBI). The proposed description of DRBI may aid clinical decision-making, policy formation and research design.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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".