Abstract
Objective: To examine the impact of teaching approaches based on the principles of applied behaviour analysis (ABA) on neurodevelopmental outcomes in children with Angelman syndrome (AS).Methods: A non-randomized pre-test–post-test control group design was used. The intervention group consisted of four children with AS aged 3.1–9.2 years. Controls were other children with AS who were individually matched on the basis of chronological age, gender and molecular sub-type. Children in the intervention group were provided two-to-three ABA-based therapy sessions per week over a 1-year period. Standardized measures of cognitive, adaptive and language functioning were administered at baseline and after 1 year.Results: There were no statistically significant differences between the two groups at baseline or after 1 year. However, positive trends were observed in the intervention group for some cognitive and adaptive measures.Conclusion: ABA-based intervention improved aspects of neurodevelopment for some children with AS and warrants further study.
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