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Early Intensive Behavior Treatment (EIBT) for Children with Autism: A Multiple Case Study of Long-Term Outcomes. Cynthia Lopez 02-15-14. Introduction to Autism. American Academy of Pediatrics places the current rate of diagnosis at 1 in 88 children (2012).

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Cynthia Lopez 02-15-14

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Cynthia lopez 02 15 14

Early Intensive Behavior Treatment (EIBT) for Children with Autism: A Multiple Case Study of Long-Term Outcomes

Cynthia Lopez


Introduction to autism

Introduction to Autism

  • American Academy of Pediatrics places the current rate of diagnosis at 1 in 88 children (2012).

  • Overall there has been a 600% increase in the last 20 years (Autism Speaks, 2009).

  • Autism is more common than pediatric cancer, diabetes, and AIDS combined based on the current figures (Autism Speaks, 2008).

  • Programs known as Early Intensive Behavior Intervention (EIBI) are considered “well established” and should be the intervention of choice for preschool age children (National Standards Project, 2009; Rogers & Vismara, 2008).

Framework of eibt programs center based or in home services

Framework of EIBT programs: Center-based or in-home services

  • Children enter programs between the ages of 3 and 4.5

  • 1:1 teaching ratio

  • 35-40 hours a week of therapy

  • Targeted skills: functional communication, play, social, self-help, adaptive behaviors, and pre-academic

  • Skills are worked on in the home, school, and community

  • Parent training

  • When a child reaches school age the inclusion process begins

Significance of the study

Significance of the Study

  • As the numbers increase so does the importance of examining long term outcomes of early intervention programs.

  • Parents, caregivers, educators, and service providers may benefit from the information provided about outcomes for students who received EIBT services.

    • Little information is available regarding how parents view the treatment outcomes



  • A purposive sampling of parents whose children received EIBT were selected

    • Students who achieved placement in a general education classroom without aide support

    • Students who exited into these placements during the years 2006-2010 were selected

  • Researchers place the number of students who achieve best outcomes from early intensive behavioral intervention below 50% (Anderson et al. 1987; Lovaas, 1987; Smith, Groen, & Wynn, 2000 )

Academic outcomes

Academic Outcomes

Academic outcomes1

Academic Outcomes

Note. A=exceed competency, above grade level, B=competent, at grade level, and N=not yet competent, below grade level

Summary of findings

Summary of Findings

  • RQ1: How are students doing academically?

    • Outcomes varied as did parent perceptions of student success

    • Parents described feeling as sense of accomplishment and pride

    • Perceptions of success were impacted by the type of communication parents had with school personnel

      RQ2: Quality of service after exiting?

    • Exiting was an emotional process but most felt they were prepared

    • Insufficient communication with teachers and support personnel was a barrier for some parents

Summary of findings1

Summary of Findings

  • RQ3: How are student’s doing socially?

    • Parents set up supportive social communities

    • Students had friends at school

    • Concerned about transitioning into JH impacting friendships

  • RQ4: Level of participation in goals?

    • Passive players but most satisfied

  • RQ5: Compare participation in goals to EIBT

    • Uncertainty in understanding how to select goals

    • Some parents described a lack of direct collaboration with current IEP team members to identify needs



  • Student academic outcomes were widely variable, high and low achievers.

    • confirms previous research that response to interventions vary greatly among this population (Zachor & Itzchack, 2010).

    • Academic achievement likely impacted by individual student skills and teacher skill levels.

  • Social outcomes were more evenly matched across students, all had established friendships at school and extracurricular activities.

    • Examining outcomes for the oldest students revealed ongoing social deficits and the potential need for new interventions and training in junior high.



  • Parent perceptions of support by classroom teachers or support personnel impacted how they viewed success.

  • Parents who felt connected to student progress through regular updates were more likely to be satisfied with educational services.

    • Communication allowed parents to assist students with completing work, understand areas of difficulty, and stay updated on classroom performance and modifications.

Implications for practice parents

Implications for Practice-Parents

  • Effective Communication strategies identified by parents included:

    • Receiving graded homework, weekly newsletters, and regular meetings

  • Improving communication and collaboration between parents and teachers.

    • Providing parents with training on Spec Ed terminology and law

    • Meeting with parents prior to creating IEP goals

Implications for practice educators

Implications for Practice-Educators

  • Teacher training specific to Autism and individual student needs.

    • Parents in the study identified that at least one of their child’s teachers had no knowledge of and had never worked with a child who had ASD.

    • Time for collaboration.

      • Teachers need to support of specialists (speech therapists, occupational therapists, BICMs, etc.) to identify effective strategies for teaching

  • Professional development for administrators who assign students to teachers.

    • Administrators should provide parents the opportunity to visit classrooms and meet teachers prior to starting school

Implications for practice students

Implications for Practice-Students

  • Ongoing social skills training.

    • Parents of students transitioning to JH expressed concerns with their child’s ability to navigate new social groups and expectations

    • Districts provided assessment and recommendations for social skill support for JH students

  • School size.

    • Parents sought out small schools and class sizes

    • Private school, charter school, interdistrict transfer (k-5) enrollment of 88 students), and intradistrict transfer

  • Extracurricular activities.

    • Children were involved in sports, music, church groups, and clubs

For more information

For More Information

  • Cindy Lopez (209) 957-7777x32


  • To access the dissertation: Proquest dissertation and abstracts database at

    • Title:Early Intensive Behavior Treatment (EIBT) for Children with Autism: A Multiple Case Study of Long-Term Outcomes, 2013

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