IT should be notified now!

Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

Search
Donate to SABA Capital Campaign
Portal Access Behavior Analysis Training Directory Contact the Hotline View Frequently Asked Question
ABAI Facebook Page Follow us on Twitter LinkedIn LinkedIn

42nd Annual Convention; Downtown Chicago, IL; 2016

Event Details

Previous Page

 

Symposium #166
CE Offered: BACB
Outcomes of Behavioral Intervention in School Settings and Adolescence
Monday, May 30, 2016
8:00 AM–8:50 AM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/PRA
CE Instructor: Sigmund Eldevik, Ph.D.
Chair: Dean Smith (UK Young Autism Project)
Abstract: We will present outcome data on behavioral interventions for children with autism in school settings. One school in the United Kingdom reports outcome on children between 4 and 7 years at intake receiving low-intensity behavioral interventions based in the British Early Special School Teaching Model. We will also present outcome data from a school base behavioral intervention model in Norway. All children received early intervention in pre-schools. One group have continued to receive intervention well into school age, while another group was provided with generic special education when they started school. Outcome at the age of 9 years will be compared between these groups. We will also present long-term outcome data - at the age of about 15 years - from the Young Autism Project in the United Kingdom. We report long-term outcome for 19 children with ASD who initially received EIBI and subsequently received long-term school- and home-based behavioral intervention.
Keyword(s): intervention school, long-term outcome
Outcomes of the BESST Special Education Model in the United Kingdom
DENISE FORAN (Bangor University), Marguerite L. Hoerger (Bangor University), Hannah Philpott (Bangor University), Elin Mair Walker Jones (Bangor University, North Wales Trust, GwyneddLEA)
Abstract: The current research describes the evidence for the British Early Special School Teaching Model (BESST), which aims to provide an education based on the principles of ABA to all young children enrolled in a special needs school.TheBESSTmodelcanbeimplementedeffectively and affordably making it available to all children who would benefit. Behaviour analysts work in a multi-disciplinary context to provide an education based on the principals of Applied Behaviour Analysis to children under the age of seven years old. Children receive 7 hours a week of 1:1 teaching, which is supplemented by group teaching. Each child has an individualised behaviour plan. Interventions are designed by Behaviour Analysts and implemented by teaching staff. Outcome data from the Vinelands Adaptive Behavior Scales, the Stanford Binet Intelligence Scales, and the Assessment of Basic Language and Learning Skills Revised will be presented for 13 children ages 4-7 years old. Results show that children make statistically and clinically significant gains within this model. We will discuss the data in context of providing cost effective behavioural interventions in maintained special educational needs school in the United Kingdom.
Effects of Continued Behavioral Intervention Well Into School Age for Children With Autism
SIGMUND ELDEVIK (Oslo and Akershus University College of Applied Sciences), Cathrine Olsson (Centre for Early Intervention (STI)), Astri Valmo (Centre for Early Intervention (STI))
Abstract: Effects of continued behavioral intervention into school age for children with developmental disorders We found better outcome in intelligence and adaptive behavior scores for those children who continued to receive behavioral intervention in school compared to those children who ended their intervention. We compare the two groups of children during intervention in preschool, at eight and nine years of age. The group of children (n=12) who received behavioral intervention in school continued to gain in intelligence and adaptive behavior scores, whereas the group that stopped (n=10) lost points. This finding supports the hypotheses that behavioral intervention can continue to benefit some children with autism and other developmental disorders well into school age. We have not been able to detect any clear indications for stopping behavioral intervention, although it appears that children with scores in the normal range have more stable scores.
Outcome in Adolescence for Individuals With Autism Spectrum Disorder Who received Early Intensive Behavioral Intervention
DEAN SMITH (UK Young Autism Project), Svein Eikeseth (Oslo and Akershus University College), Diane W. Hayward (UK Young Autism Project), Catherine Gale (UK Young Autism Project)
Abstract: This paper reports long-term outcome for 19 children with ASD who initially received EIBI and subsequently received long-term school- and home-based behavioral intervention. Mean intake age was 2 years and 11 months and mean follow-up age was 14 years and 11 months. Mean intake IQ was 55, IQ after one year of EIBI was 78, and mean follow-up IQ was 68. Mean intake Vineland Adaptive Behavior (VABS) Score was 64, VABS after one year of EIBI was 74, and VABS at follow-up was 70. Eleven of the 19 children received an IQ score and VABS score of 70 or above (Mean IQ 94 and mean VABS 86). Autism symptoms at follow-up (as assessed by the ADI-R and the CARS) is presented, so is data on the type of services the children had received after EIBI.
 

BACK TO THE TOP

Modifed by Eddie Soh