scholarly journals Organizations' choices when implementing an Early Intensive Behavioral Intervention program (EIBI)

2016 ◽  
pp. 150-171
Author(s):  
Carmen Dionne ◽  
Jacques Joly ◽  
Annie Paquet ◽  
Myriam Rousseau ◽  
Mélina Rivard
Keyword(s):  
Behavioral Intervention ◽  
Intervention Program ◽  
Evaluation Model ◽  
Action Plan ◽  
Autism Spectrum ◽  
Early Intensive Behavioral Intervention ◽  
Theoretical Evaluation ◽  
Implementation Quality ◽  
Intensive Behavioral Intervention ◽  
Essential Components

The organizations' characteristics and choices are essential components of an action plan that favors quality program implementation, a prelude to effectiveness, especially in natural environment. The objectives of this study are to describe the choices made by rehabilitation centers (CRDITED) in the context of a universal community based on Early Intensive Behavioral Intervention program (EIBI) for 2 to 5 year-old children with autism spectrum disorder (ASD) in Québec (Canada). Based on a theoretical evaluation model, a questionnaire was filled out by 15 CRDITEDs, covering the large majority of the Quebec territory but also the Quebec population. Results show a great diversity between the different CRDITEDs. Factors that impact implementation quality are identified. Absence of evidence-based implementation practices and the diversity of the approaches to EIBI are discussed.

Implementing early intensive behavioral intervention in community settings

Autism ◽  
2020 ◽  
Vol 24 (7) ◽  
pp. 1913-1916
Author(s):  
Joshua B Plavnick ◽  
M Y Savana Bak ◽  
Sarah M Avendaño ◽  
Ana D Dueñas ◽  
Matthew T Brodhead ◽  
...  
Keyword(s):  
Behavioral Intervention ◽  
Early Learning ◽  
Autism Spectrum ◽  
Michigan State University ◽  
Short Report ◽  
Early Intensive Behavioral Intervention ◽  
State University ◽  
Community Settings ◽  
Children And Families ◽  
Intensive Behavioral Intervention

Although research shows early intensive behavioral intervention is efficacious when delivered in university or private intervention centers, little is known about effectiveness or feasibility of disseminating early intensive behavioral intervention to larger communities. The Michigan State University Early Learning Institute was developed to address gaps in distribution of early intensive behavioral intervention to community settings, with an emphasis of serving children and families on Medicaid. This short report describes the Early Learning Institute’s approach and preliminary utilization data among Medicaid families. Results suggest the model has potential for dissemination within community settings and promote utilization among Medicaid children. Lay abstract Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions.

Educational Outcomes of a Cohort of Children With Autism Who Received Early Intensive Behavioral Intervention

2021 ◽  
pp. 002246692110363
Author(s):  
Adele F. Dimian ◽  
Jason J. Wolff ◽  
Frank J. Symons
Keyword(s):  
Special Education ◽  
Behavioral Intervention ◽  
Educational Outcomes ◽  
Standardized Test ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Early Intensive Behavioral Intervention ◽  
Data Set ◽  
Children With Asd ◽  
Intensive Behavioral Intervention

Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skill acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD, who received EIBI, into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test proficiency, and special education eligibility under the ASD category for children who received EIBI. Medicaid records were utilized to create a cross-systems data set of 3- to 5-year-old children with ASD ( n = 667). Most students were placed in general education and males and White students were more likely to receive special education services for ASD. Only half of the students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed.

Quality of Early Intensive Behavioral Intervention as a Predictor of Children's Outcome

2020 ◽  
pp. 014544552092399
Author(s):  
Ulrika Långh ◽  
Adrienne Perry ◽  
Svein Eikeseth ◽  
Sven Bölte
Keyword(s):  
Treatment Outcome ◽  
Behavioral Intervention ◽  
Differential Reinforcement ◽  
Treatment Success ◽  
Autism Spectrum ◽  
Clinical Impression ◽  
Early Intensive Behavioral Intervention ◽  
Intensive Behavioral Intervention ◽  
Clinically Significant

Research has directed surprisingly little attention to the quality of Early Intensive Behavioral Intervention (EIBI) in autism spectrum disorder (ASD) as a potential predictor of outcome. Therefore, using a preschool delivery model within a sample of 30 children, we examined the predictive power of EIBI quality on treatment outcome. EIBI quality was assessed at baseline by the York Measure of Quality of Intensive Behavioral Intervention (YMQI) and treatment outcome was evaluated after a period of 4 to 6 months using a battery of behavioral tests and scales to evaluate treatment success. Multinomial logistic regressions demonstrated that general EIBI quality predicted clinically significant change at follow-up. Particularly improvements in basic language and learning skills and global clinical impression were observed. Specific quality indicators that influenced overall treatment success were treatment organization, teaching level and differential reinforcement. In addition to previously examined predictors of EIBI treatment effects, such as child characteristics and intervention quantity, our findings highlight the importance of adequate EIBI quality assurance.

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