Celebrating World Autism Awareness Month: Predicting outcome of Early intensive behavioral intervention (EIBI) matters because it changes what a BCBA notices when decisions have to hold up in school teams and classroom routines, busy classrooms and teacher-managed routines. In Celebrating World Autism Awareness Month: Predicting outcome of Early intensive behavioral intervention (EIBI), for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Queens University Belfast
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Join Free →Early intensive behavioral intervention (EIBI) is an empirically supported intervention which may improve cognitive and adaptive functioning for preschool children with autism spectrum disorders (ASD). However, there is a need to identify characteristics that may predict outcome. Previous research identified age at intake, level of intake adaptive and intellectual functioning, as well as treatment intensity as possible key predictors. This prospective study was designed to examine predictors of outcome after 12 months of intervention in 171 children with ASD. The children were enrolled in a community-based agency in Sweden. Predictors included are Age at Intake, Intake Adaptive Behavior (Vineland-II), Treatment Intensity, Treatment Quality and Treatment Acceptability. For Vineland Adaptive Behavior Composite (ABC) and all Vineland subscales (Communication, Social Skills, Daily Living Skills, Motor Skills and Maladaptive Behavior), higher intake scores predicted significantly higher outcome scores. Furthermore, younger Intake Age and higher Treatment Quality was associated with improved in some of the outcome variables. Treatment Quality improved over time, but children who received lower treatment quality initially tended to receive overall lower treatment quality. Children who received higher number of treatment hours also tended to receive better treatment quality. Parents and therapists scored Treatment Acceptability as very high, but Treatment Acceptability scores were independent of the children's outcome scores. These findings add to our knowledge of possible predictors of outcome for children receiving EIBI.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
In 1985, Dr. Eikeseth began working at the University of California, Los Angeles (UCLA) Young Autism Project, under the supervision of Dr. Lovaas, before becoming a Ph.D. student at the University of Kansas. He gained his Ph.D. in 1991 in developmental and child psychology under the supervision of Dr. Donald M. Baer. Subsequently, he returned to UCLA working as a post-doctoral fellow at the UCLA Young Autism Project for approximately one year. On returning to Norway, he received clinical training at the University of Oslo and is a certified clinical psychologist. Svein has directed two UCLA Multi-Site Young Autism Project replication sites and continues to oversee the clinical and research activities at UK Young Autism Project and other settings in Europe. Currently, he is also a professor of psychology at Oslo Metropolitan University in Norway. He has published a number of peer reviewed research articles and book chapters on autism and Applied Behaviour Analysis. He is an author of some of the best-known outcome studies and meta-analyses evaluating EIBI for children with autism.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.