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| Intensive Behavioral Intervention |
| Thursday, November 29, 2001 |
| 4:00 PM–4:50 PM |
| Little Theatre Hall |
| Area: AUT |
| Chair: Eric V. Larsson (FEAT of Minnesota) |
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| A Conceptual Framework for the Intensive Early Intervention Curriculum: The Complex Conditional Discrimination |
| Domain: Applied Behavior Analysis |
| JULIE A. WALDOCH (University of Kansas), Eric V. Larsson (FEAT of Minnesota) |
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| Abstract: A great number of discrete skills are normally developed when delivering intensive early intervention programs. Such skills can be developed in a coherent conceptual framework, enabling productive treatment planning and program evaluation. In the case of language skills, organizing along a four-dimensional matrix of skills allows for programming the overall generative process of language development. The matrix of skills is addressed across generalization modalities, syntax forms, conditional discriminations, and functional communicative relationships. Initial levels of programming focus on establishing generative labeling skills in all stimulus and response modes. Then sentences are developed as conditional discriminations. Finally, these sentences which function as expressive and receptive labels are applied to the learning of auditory comprehension skills within the same matrix organization. Compatible social skills are initiated only at the level of generative language which has been mastered. Data obtained from children in intensive early intervention will be presented to demonstrate the development of generative language and reduction of stereotyped responding through this framework. |
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| Intensive Behavioral Intervention (EIBI)/Applied Behavior Analysis (ABA): Preliminary Factors Related to Progress |
| Domain: Applied Behavior Analysis |
| VANESSA KAY JENSEN (The Cleveland Clinic Foundation), Leslie V. Sinclair (Cleveland Clinic Center for Autism), Kari Marx (Cleveland Clinic Center for Autism), Kathryn Barr (Cleveland Clinic Center for Autism) |
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| Abstract: Research supports the overall efficacy of EIBI/ABA treatment for young children with autism. Factors that affect program outside of the child. This study was part of an ongoing efficacy study documenting factors related to treatment progress in EIBI/ABA intervention.
In the study period, 59 children were evaluated in a tertiary care autism clinic, 37(63%) were referred for EIBI/ABA, and 10 males had been in intervention for 3 months. Each child’s treatment team rated progress toward goals and rating of compliance variables.
Initial review indicates that progress and compliance variables (parent involvement, therapy consistency, program organization, and team consistency) were related, with mean compliance scores of 4.67, 6.00, and 11.83 for the minimal (MIN), moderate (MOD), and significant (SIG) progress groups, respectively. MIN group subjects had fewer hours/week the mean ages of the MOD and MIN group. All of the children in the MIN and MOD groups received alternative treatments while only 1 child in the SIG group received alternative treatments.
Early data support previous research, suggesting that children who are younger and who receive more regular and consistent intervention make greater progress. Further analyses will identify other factors related to outcome and potential barriers to effective treatment. |
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