Go to ABA4All's Facebook page and you will find a plethora of information.
For just some of the peer reviewed literature in the field see :
Howard, J. S., et al., (2005) A comparison of intensive behaviour analytic and eclectic treatment for young children with autism, Research in Developmental Disabilities, 26, 359–38
This comparison controlled study of ABA versus eclectic education showed that the ABA treatment group scored significantly higher scores as compared to two comparison groups on all measures, including IQ and language functioning.
Myers SM and Johnson CP. (2007), American Academy of Paediatrics: Clinical Report on Management of Children with Autistic Spectrum Disorders, 29 October 2007.
This report by the American Academy of Paediatrics emphasised the importance of early, intensive intervention in ASD.
Research Autism Research Report (2007) ‘Outcome of Early Intervention for Autism’, April 2007
This report, produced by the charity Research Autism, using the work of the SCAmP (the Southampton Early Autism Programme based at the University of Southampton), described how early intervention using structured teaching based on the principles of ABA led to significant, positive changes amongst the children with autism, including gains in intelligence, language and daily living skills, as well as in motor and social skills.
Dawson et al (2009) ‘Randomized, Controlled Trial of an Intervention for Toddlers with Autism’, Paediatrics online, 30 November 2009.
This paper, from the American psychologist Geraldine Dawson, was the first randomised controlled trial to demonstrate the efficacy of a comprehensive developmental behavioural intervention for toddlers with ASD, and underscored the importance of early detection and intervention.
Eikeseth, S (2009) Outcome of comprehensive psycho-educational interventions for young children with autism. Research Developmental Disabilities 30 (1): 158–78
This paper compared different early interventions for children with autism and found ABA to demonstrably better established as an efficacious intervention than alternative methods such as TEACCH.
Eldevik et al (2009) ‘Meta-analysis of Early Intensive Behavioural Intervention for Children with Autism’, Journal of Clinical Child and Adolescent Psychology (online), May 2009, 38 (3)
A large meta-analysis of thirty-four studies which supported the clinical view that “Early Intensive Behavioural Intervention should be an intervention of choice for children with autism”.
Makrygianni MK and Reed P (2010) ‘A Meta-analytic Review of the Effectiveness of Behavioural Early Intervention Programmes for Children with Autistic Spectrum Disorder’, Research in Autism Spectrum Disorders, October-December 2010, 4(4), 577-593
This meta-analysis, from Professor Phil Reed at Swansea University, reviewed fourteen studies and reported that the findings suggested that behavioural programs are effective in improving several developmental aspects in autistic children, in terms of their treatment gains, and also relative to “eclectic” control programs in the same studies.
Virues-Ortega J (2010) ‘Applied Behaviour Analytic Intervention for Autism in Early Childhood: Meta-analysis, Meta-regression and Dose-response Meta-analysis of Multiple Outcomes’, Clin Psychol Rev. June 2010, 30(4): 387-99.
Results in this Spanish meta-analysis concluded that comprehensive ABA intervention leads to (positive) medium to large effects in terms of intellectual functioning, language development, acquisition of daily living skills and social functioning in children with autism.
Grindle et al (2012) ‘Outcomes of a Behavioural Education Model for Children with Autism in a Mainstream School Setting’, Behaviour Modification, May 2012 vol. 36 no. 3: 298-319
This recent paper from Professor Bob Remington and his colleagues at the Southampton University research group reports positively on outcomes for children receiving ABA input in mainstream school setting, with statistically significant effects in favour of the ABA group (compared to a control group without ABA) for adaptive skills, learning and language skills.