Early Intensive Behavioral Interventions: Selecting behaviors for treatment and assessing treatment effectiveness |
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| Affiliation: | 1. Clinic for Autism Research Evaluation and Support, Texas State University, San Marcos, TX, United States;2. College of Education, University of Oregon, Eugene, OR, United States;3. Department of Educational Psychology, Texas A&M University, College Station, TX, United States;4. Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, United States;5. School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand;6. Department of Neuroscience and Sense Organs, University of Bari, Bari, Italy;7. Radboud University, Nijmegen, The Netherlands;1. Lega del Filo d’Oro Research Center, Molfetta, Italy;2. Department of Educational Sciences, Psychology, Communication, University of Bari, Italy;1. Louisiana State University, USA;2. Center for Research, Disability Consultants, L. L. C., USA;1. University of Tsukuba, Disability Sciences, University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki-ken 305-8572, Japan;2. The University of Texas at San Antonio, Educational Psychology, 501 W. Cesar E. Chavez Blvd., San Antonio, TX 78207, United States;3. Baylor University, School of Education, Marrs McLean Science 316, One Bear Place #97301, Waco, TX 76798, United States;4. Oklahoma State University, School of Teaching, Learning and Educational Sciences, 225 Willard Hall, Stillwater, OK 74078, United States |
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| Abstract: | Early Intensive Behavioral Interventions (EIBI) is well established as the most effective treatment for young children with Autism Spectrum Disorders (ASD). A hallmark of this intervention model is the bundling of multiple behaviors simultaneously for intervention. With the addition of various comorbid problems such as challenging behaviors and psychopathology, it becomes incumbent on clinicians to prioritize behaviors for intervention. Based on the studies conducted to date, little has been done in this regard. Additionally, general measures of ASD, adaptive behavior and cognitive functioning are primarily used to assess outcomes, many of these measures were not designed to assess treatment effects, and little evidence is available to link intervention to specific items on these scales. |
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| Keywords: | Autism Early Intensive Behavioral Intervention Target behaviors Treatment outcome |
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