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| Int'l Symposium - Implementing Quality Assurance In An Organization Providing Home-Based Early Intensive Behavior Intervention |
| Sunday, May 29, 2005 |
| 3:30 PM–4:20 PM |
| Continental B (1st floor) |
| Area: AUT; Domain: Service Delivery |
| Chair: Joel P. Hundert (Behaviour Institute) |
| CE Instructor: Joel P. Hundert, Ph.D. |
| Abstract: One of the challenges in providing home-based early intensive behavior intervention (EIBI) is to put into place mechanisms to ensure the quality of the services. This is particularly challenging in home-based services where staff and the children are not physically in a center. This symposium will present a series of papers describing quality assurance mechanism in an agency delivering early intensive behavior intervention for young children with autism in their homes. Each of the presenters will describe an aspect of quality assurance, discuss evidence of its impact, how it is used and case examples to illustrate its use |
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| A System of Evaluation and Feedback on Therapist’s Skills in Implementing EIBI |
| NICOLE WALTON-ALLEN (Behaviour Institute) |
| Abstract: The continued skill development of therapists working with young children with autism in EIBI programs requires a system monitoring their skills and providing corrective feedback. This paper will present a system that consists of observing a therapist’s performance either in live situation or on videotape. The system consists of rating the correctness of components of EIBI trial by trial. The results are summarized into a percent score and feedback is given to the individual therapists. A description of how staff feedback is provided and its use in staff compensation and promotion will be described |
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| System To Assess Skill Level of Children With Autism And Select Instructional Targets |
| MIRANDA SIM (Behaviour Institute) |
| Abstract: Typically, the day-to-day data of a child’s progress in a EIBI program is kept at the child’s home where therapy is being provided. This presents a challenge of how to monitor the child’s progress when it is difficult to get direct access to the child’s data. A system will be described of summarizing the data by tracking the number of data points (typically results of a set of 10 items). The presentation will illustrate the use of this data summary to make decisions about the child’s progress and identify performance problems in particular programs. Results on the reliability of this data summary systems and its use within an organization will be discussed. |
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| System To Assess Skill Level Of Children With Autism And Select Instructional Targets |
| DONNA C. CHANEY (Behaviour Institute) |
| Abstract: No matter how well therapists are implementing EIBI programs, significant gains in a child’s development are unlikely to occur unless those programs are targeting relevant areas for development for the child. This paper will describe three tools used to select appropriate instructional targets initially when the child first begins service and also to select targets as the child progresses over time. These tools are: a) a system to probe a child initially against curriculum; b) a system to visually monitor programs the child has mastered, is currently receiving, waiting to use as well as adjustment of long-term goals; and, c) a tool to periodically assess a child against key areas of a curriculum. |
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