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| EIBI for Children with Autism: Four-Year Outcome, Parent Directed Supervision and Waiting List Controls |
| Monday, August 13, 2007 |
| 9:00 AM–10:20 AM |
| L2 Room 5 |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Glen O. Sallows (Wisconsin Early Autism Project) |
| CE Instructor: Glen O. Sallows, Ph.D. |
| Abstract: We will describe four-year outcome data for 35 children. IQ's rose from 61 to 76, with 49% of the children showing much larger gains. IQ's for these Rapid Learners increased to 103. The second speaker will present preliminary data for 8 children from sites in Vancouver, BC and Sydney Australia who received Parent Directed supervision (3 hours every other week). IQ's of these children increased from 60 to 94. More children will be tested prior to the conference, increasing the size of this sample. Children on a waiting list were tested at intake and approximately one year later when treatment began, thus creating a measure of the effects of available community treatment. Results for 11 children (sample size will increase by the time of the conference), showed a decline in IQ of 4 points. In addition to IQ scores, we will also present data in language and adaptive areas for each of these studies. Finally, we will present strategies used to arrive at the outcomes noted above. These include the use of a heirarchical supervision model, several updated intervention strategies for building skills as well as social interaction, and a set of interventions to overcome problems that arise during treatment. |
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| Four-Year Outcome for 35 Children Who Participated in Intensive Behavioral Treatment. |
| GLEN O. SALLOWS (Wisconsin Early Autism Project), Tamlynn Dianne Graupner (Wisconsin Early Autism Project) |
| Abstract: 35 children were randomly assigned to a Clinic Directed group, replicating the parameters of the UCLA Intensive behavioral treatment or to a Parent Directed group, receiving much less supervision. 17 of the children (49%) referred to as Rapid Learners in IQ, lanugage, social skills, academic skills and Vineland scores to the average range. There were no significant differences between the two treatment groups.
Measures reflecting behavior at home and at school were used to assess residual symptoms among Rapid Learners, and some were found. About one third of the Rapid Learners showed some difficulties in social areas but few were significant. |
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| Replication of the Effectiveness of a Parent Directed Supervision Model. |
| GLEN O. SALLOWS (Wisconsin Early Autism Project), Jill Hempin (Early Autism Project, Sydney), Tamlynn Dianne Graupner (Wisconsin Early Autism Project) |
| Abstract: In their 2005 publication, Sallows and Graupner noted that there was no difference in outcome between the Clinic Directed model (replicating Lovaas' program), and a Parent Directed model, which received much less supervision, six hours per month. We have now used the Parent Directed model of supervision in two clinics, one in Vancouver, BC and one in Sydney, Australia. In both of these clinics, supervisors provided in-home training and supervision for one, three-hour session every two weeks. This presentation will describe preliminary data for eight children (sample size will be larger by the time of the conference). Pre and Post- treatment IQ, language and Vineland scores will be described. IQ scores increased from 60 to 94. These data document the effectiveness of Parent Directed supervision. |
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| Assessment of Available Community Services Using a Waiting List Control. |
| TAMLYNN DIANNE GRAUPNER (Wisconsin Early Autism Project), Glen O. Sallows (Wisconsin Early Autism Project) |
| Abstract: Due to a change in funding in Wisconsin, children's families who desire to enroll in a program of early intensive behavioral intervention, have been put on a waiting list. This provided an opportunity to obtain test results for children tested at intake and approximately one year later just before the beginning of treatment, thereby providing a measure of the effectiveness of available community treatment. Testing included assessment of IQ, language and adaptive skills, which included a measure of social skills. Results for 11 children showed a decline in IQ of 4 points. This sample will increase by the time of the conference. This drop of 4 points is significantly lower than the rise in IQ of appoximately 26 points achieved by children who received treatment. |
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| Staff Training and Intervention Strategies Necessary for Maximum Benefit From EIBI. |
| GLEN O. SALLOWS (Wisconsin Early Autism Project), Tamlynn Dianne Graupner (Wisconsin Early Autism Project), Jill Hempin (Early Autism Project, Sydney) |
| Abstract: Being skilled in delivering an ABA based treatment intervention begins with understanding principles of learning, knowledge of behavioral treatment strategies and access to a curriculum of skills. However, this is not enough to be able to carry out treatment proficiently or to individualize treatment and deal effectively with common problems. This presentation will cover staffing and training models as well as common problems and strategies for addressing them that were used in a successful replication of the UCLA model of Intensive Behavioral Treatment. |
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