Behavior analysts providing early intensive behavioral intervention (EIBI) to children diagnosed with autism spectrum disorders (ASD) may be asked to provide other interventions or collaborate with those providing other services. A large number of supplemental and/or competing therapies exist, some of which have empirical support while many others do not. This workshop is designed to comprehensively review the philosophical underpinning, assessment methods, instructional goals, and specific instructional practices involved in the implementation of EIBI and the developmental, individual difference, relationship-based (DIR/floortime) model. This review suggests that a number of specific practices of DIR/floortime are in direct contradiction to and may undermine the effectiveness of behavior analytically based interventions used in EIBI services. Video exemplars will be used to illustrate these differences. The ethical issues associated with combining these two approaches will also be discussed.
Review Robert Ross’s biographical statement.