Don Baer Invited Presentation: Taking EIBI to School: A Review of School-Based Early Intensive Behavioral Interventions
|Monday, May 30, 2016
|11:00 AM–11:50 AM
|Grand Ballroom AB, Hyatt Regency, Gold East
|Area: PRA; Domain: Service Delivery
|Instruction Level: Intermediate
|CE Instructor: Ilene S. Schwartz, Ph.D.
|Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center)
|ILENE S. SCHWARTZ (University of Washington)
|Dr. Ilene Schwartz is a professor in the Area of Special Education at the University of Washington and the Director of the Haring Center for Research and Training in Education at UW. She earned her Ph.D. in child and developmental psychology from the University of Kansas and is a board certified behavior analyst (BCBA-D). Dr. Schwartz has an active research and professional training agenda with primary interests in the area of autism, inclusive education, and the sustainability of educational interventions. She has had consistent research funding from the U.S. Department of Education since 1990 and serves on a number of editorial review boards including the Topics in Early Childhood Special Education and the Journal of Early Intervention. Dr. Schwartz is the director of Project DATA, a model preschool program for children with autism that has been in operation since 1997; and is currently involved in research projects examining the efficacy of the Project DATA model with toddlers and preschoolers with autism.
It is well documented that children with autism spectrum disorders (ASD) benefit from early intensive behavioral intervention (EIBI). The majority of programs for toddlers with ASD have been conducted in children's homes. Although there are some benefits to working in homes, there are a number of drawbacks such as isolation, cost, and lack of appropriate social and communicative models. The purpose of this presentation is describe the current state of knowledge about early intervention for children with ASD, including the results of two recently completed randomized clinical trials on school-based services. Implications of these results will be discussed as they apply to the basic dimensions of applied behavior analysis.
Students, family members, researchers, school administrators, private practitioners providing EIBI to children with ASD.
|Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe the benefits of school based EIBI services; (2) describe characteristics of high quality EIBI services; (3) discuss how the concept of social validity can be used to evaluate the effectiveness and sustainability of behavioral programming for young children with ASD and their families.