With the current pool of available assessments, clinicians are left to run a battery of tests in order to identify target skills to include in treatment. Furthermore, to fill in the gaps, clinicians are likely to rely on clinical judgment derived from individual preference, experience, and expertise rather than a thorough assessment of the child’s development. Although extensive research has shown EIBI to be an effective treatment for ASD, research has also revealed great variability in program design and treatment effectiveness across service providers. Current clinical practices in assessment and program design likely account for much of the variability seen in the quality of EIBI services today.
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