Changes in Curriculum Assessment Scores Associated With Early Intensive Behavioral Intervention in a Routine Clinical Care Setting

ABSTRACT Early intensive behavioral intervention (EIBI) is designed to establish critical social, cognitive, language, and adaptive repertoires. The current study examines changes in scores and growth curves on the most commonly used curriculum assessment, the Verbal Behavior Milestones Assessment and Placement Program (VB‐MAPP), in a routine clinical care setting for autistic children in EIBI services. It is also the first study to examine how correlations between VB‐MAPP scores and the Vineland Adaptive Behavior Scale–Third Edition (VABS‐III) (i.e., a norm‐referenced measure) throughout treatment. The mean VB‐MAPP change score was 69.6 points in about 1.5 years of treatment, with the greatest change occurring between the first and second assessments (i.e., initially steep growth curves that lessen in slope over time). The VABS‐III communication domain, adaptive behavior composite, and socialization domain had moderate to strong correlations with VB‐MAPP scores and those correlations became stronger throughout the treatment process. Age was a predictor of initial VB‐MAPP scores (i.e., lower age, lower score), supporting the importance of early identification and access to treatment. Children who exited services prematurely made progress in treatment, but more slowly than children who remained in services until a recommended discharge.