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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.

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Ninth International Conference; Paris, France; 2017

Event Details

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Symposium #108
CE Offered: BACB
Earlier is Better: Efficacy Criteria for Early Intervntion Evidence-Based Programs for Children With Autism Spectrum Disorders and Other Developmental Disorders
Wednesday, November 15, 2017
4:30 PM–5:20 PM
Scene C, Niveau 0
Area: AUT/DEV
CE Instructor: Nirvana Pistoljevic, Ph.D.
Chair: Nirvana Pistoljevic (EDUS; CABAS® and Teachers College, Columbia University)
Abstract: An evidence-based effective and efficient education models for young children with ASD and other Developmental Disorders, based on the CABAS 40 years of research in Applied Behavior Analysis (ABA), has been a goal for several educators in Italy and Bosnia and Herzegovina. Introducing teaching as ABA was a logical step in order to provide novel methodologies in early childhood programs. Today, we will hear how CABAS model affected the educational practices in several Early Intervention programs in Italy and B&H, and what prognosis a different intensity of intervention can yield for children with Autism and other Developmental Disorders. The efficacy and efficiency of different intensity of Early Intervention and Preschool ABA programs were analyzed via several standardized diagnostic, assessment and monitoring tools. The outcomes of each are discussed in more details and the analysis of the effects on the level of functioning for children in these programs are discussed. The data from these studies are also discussed in terms of program design, significance of evidence-based early childhood developmental approach, and implications such results can have on health and education policies in the countries.
Instruction Level: Intermediate
Effectiveness and Efficiency of Early Intervention Programs for Autism: A Pilot Study With Norm-Referenced Data
(Applied Research)
FABIOLA CASARINI (University of Modena and Reggio Emilia), Elisa Galanti (University of Modena and Reggio Emilia), Carlo Hanau (APRI Association)
Abstract: We investigated the efficacy and effectiveness of implementing different intensivity CABAS- based (Greer, 1994; 2002) early intervention programs, and analyzed results including diagnostic standardized tests. Thus, we could communicate with School and Health Public Agencies, advocate for the creation of a database, share research with other fields and impact local health policies. Participants were 7 children aged 2 to 5, diagnosed with autism and showing a pre-listener and pre-speaker level of verbal behavior (Greer & Ross, 2008). They were selected for the study because they had an early-diagnosis but no evidence-based interventions provided by their School or Health Department. A pre-post probe single subject design for each participant was implemented, with pre-post group statistical analysis (ANOVA).The dependent variables were the scores, collected for each child by a blind clinician, before and after 12 months of intervention, using the tests ADOS-2, (Lord et al., 1989), CARS (Shopler et al., 1988) and PEP-3 (Shopler et al., 2004). Results showed high social and statistical significance for every kid. The study is in progress: more participants should be added and follow up data should be collected. Results are discussed in terms of efficacy, efficiency, social impact and sustainability of early intervention programs.
Creation of Behavioral Developmental Screening Tool to Aid in Early Detection and Promotion of Early Childhood Development Through Transdisciplinary Approach
(Applied Research)
Eldin Dzanko (EDUS- Education for All), Nirvana Pistoljevic (EDUS; CABAS and Teachers College, Columbia University), STANISLAVA MAJUSEVIC (Special Education Institute "Mjedenica")
Abstract: In partnership with UNICEF-B&H and relevant ministries in B&H, EDUS was able to work on developing a system of Early Detection and Intervention for the country, to provide services based on a behavioral but transdisciplinary approach. We have created and standardized a behavioral developmental instrument, to detect and monitor early childhood development and tested it on over 1100 children. This tool enabled a creation of Early Detection System in the country. I will talk to you about the process of standardization and the creation of the B&H developmental norms. Also, the screening behavioral developmental tool was then used for 2 years in EDUS Early Intervention and Preschool ABA programs and pre-post data from those classrooms will be presented here to show the effectiveness of CABAS� based ABA program with 30 children. CABAS� component classrooms and the intense ABA programming was the independent variable. I will talk about promoting early childhood development through concrete steps, measures, tools and applications using the science of Applied Behavior Analysis in Bosnia and Herzegovina.
Effectiveness of Applied Behavior Analysis (ABA) Early Intervention and Preschool Programs: The Analysis of EDUS Guides for Developmental Assessment and Creation of Curricula for Children Ages 0-3 and 3-6
(Applied Research)
STANISLAVA MAJUSEVIC (EDUS- Education for All; Special Education School "Mjedenica"), Nirvana Pistoljevic (EDUS- Education for All; CABAS and Teachers College, Columbia University)
Abstract: Through partnership with UNICEF-B&H and relevant ministries, EDUS was able to work on developing a whole system of Early Detection and Intervention for Bosnia and Herzegovina. This included creating EDUS Guides for Developmental Assessment and Creation of the Individualized Education Program for children ages 0-3 and 3-6. Guides are both the developmental behavioral assessment and curriculum for children ages 0-3 and 3-6. They have been tested and used for the past 3 years in EDUS early intervention and kindergarten programs. Dependent variable in this analysis was number of skills in students repertoire and number of acquired skills post applied behavior analytic intervention assessed with EDUS Guides. All EDUS classrooms implemented programs/curricula scripted from the Guides. All data on the students learning and advancement through curriculum were collected as responses to learn units, based on the CABAS model of teaching as a science (independent variable). The results showed an increase in numbers of mastered skills across all developmental domains in a curriculum.
 

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