Association for Behavior Analysis International

The term early intervention (EI) is often used when discussing ABA based early autism treatment. However, there is little agreement across researchers, clinicians, and stakeholders (e.g., families, policy makers, insurance providers and other funding agencies) regarding the age of clients being served. This paper will define early intervention according to Federal Law Part C of IDEA: The Early Intervention Program for Infants and Toddlers with Disabilities and review EI single subject research design peer reviewed literature related to autism and developmental delays. Furthermore, current single subject research data from our clinical practice will be presented focusing on children under the age of three using a variety of evidence based interventions not yet evaluated with children under the age of three. Lastly, future directions/implications for practitioners and researchers working with children under the age of three will be discussed. Considerations include identifying key components of interventions, behavioral cusps, direct versus systematic replications, social validity, ecological validity, treatment integrity, and cost-benefit analysis in producing meaningful outcomes for young children with autism.

Studies have shown that children receiving early and intensive behavioral intervention had better scores on standardized tests of IQ, language and adaptive functioning compared to children receiving other interventions (Smith, Groen, & Wynn, 2000; Cohen, Amerine-Dickens, & Smith, 2006; Eikeseth, Smith, Jahr, & Eldevik, 2002, 2007; Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Remington et al., 2007; Grindle et al, 2012). Research conducted by Lovaas (1987) has shown that children receiving EIBI successfully passed typical classes in public schools and maintained their gains several years after the treatment ended. Although previous studies have shown favorable results with early intensive behavioral treatment for children with autism, it remains important to replicate these findings. We will present the outcomes achieved after fourteen months by 2, 5 to 6-year-olds with autism who participated in intensive behavioral treatment based on the PCDI treatment model. We will show films and test scores (PEP-R and Vineland-II) from the intake and after 14-months of the therapy. We will present the use of applied behavior analysis techniques such as activity schedules, scripts and script-fading procedure, discrete trial training, , incidental teaching, and videomodeling in everyday therapy.

The prevalence of autism spectrum disorder (ASD) has increased worldwide. Today approximately 1% of the population is diagnosed an ASD. Self-management for individuals with ASD is important both as a behaviour change and teaching method and as a way to improve their independence. The aims of this review were to: 1) update previous systematic reviews by including recently published papers, without limits for target behaviour and age of participants; 2) examine the level and methods of reporting treatment fidelity and social validity; 3) evaluate the generalisation and maintenance effects of self-management interventions; and 4) explore whether the application of functional behavioural assessment, parental involvement and the use of technology contribute to the effectiveness of self-management interventions. The What Works Clearinghouse guidelines were applied to assess the quality of identified studies, and only studies classified as "meet standards without/with reservation" were included. Effect size was calculated using the percentage of non-overlapping data method. Results showed that self-management is an evidence-based practice for children with ASD, but not yet for adults with ASD due to the limited number of studies. Issues regarding validity, generalisation and maintenance effects, FBA, parental involvement and the use of technology are discussed.

Family dynamics can be challenged by a child with disability and future functioning is compromised, too. In the light of educational rehabilitation in family-centered interventions, it is necessary to apply hierarchical approach starting to comprehend and evaluate one's nature and nurture which will lead to the attitudes toward an intervention process and possible better developmental outcome, both for the child and family. This presentation is focused on the emergent literacy and literacy learning of non-verbal children with autism, highlighting the issue of family functioning. Teaching methods and strategies for teachers and parents will be presented and proposed.