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ABA IN THE NETHERLANDS

This presentation explores the diagnosis and prevalence of autism in The Netherlands, highlighting the increasing demand for behavioral interventions across all ages. It discusses recent changes in healthcare and education systems, the availability of ABA-based services, and the training required for effective implementation. Key observations reveal disparities in service quality and the need for evidenced-based practices. Additionally, it emphasizes the STAMPPP Project, aimed at empowering parents and professionals with ABA principles, to maximize developmental opportunities for children with autism.

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ABA IN THE NETHERLANDS

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  1. ABA IN THENETHERLANDS 31.01.2013 Dr. Jacqueline J. Schenk School of Pedagogical & Educational Sciences Erasmus University Rotterdam The Netherlands

  2. Outline • Diagnosis and prevalence • Demand for behavioural interventions for people (of all ages) with autism in the NL • Recent change in health care and education • ABA-based services in the NL: study results • ABA training and education in the NL • Conclusions

  3. Diagnosis of Autism

  4. The Netherlands Diagnosed autism is more common in an IT-rich region, such as Eindhoven (Philips, ASML, IBM and ATOS Origin) Roelfsema et al. (2011) J Autism Dev Disord

  5. Why this increase? • Early diagnosis and screening • More (scientific) knowledge of predictors • and early warning signals • Worldwide • Boys: 1:54, girls: 1:252 • The Netherlands: 1:100 on average..

  6. After the diagnosis…..in NL ? ?

  7. After the diagnosis (anecdotal) • Bereavement groups • Psycho-education • Parent groups for support • Random/inappropriate professional advice regarding effective behavioural interventions

  8. Time to collect some data… • 10 ABA (-ish) organisations • Questionnaire (structural characteristics) • Mission; claimed intervention characteristics staff:child ratio; educational background of staff; no. of hours per child (av/range); number of trainers per child; educational context; materials; admission & exclusion criteria, parent involvement etc. • Behavioural observations on site • To validate (or not) characteristics of interventions

  9. Used in the NL (in theory) • DTT (Discrete Trial Training) • PRT (Pivotal Response Treatment) • Sonrise • Verbal Behavioural Intervention • TEACCH (Treatment and Education of Autistic and Handicapped Children) • CGT (Cognitive Behavioural Therapy) • PECS (Picture Exchange Communication System) • Bits and pieces from all of the above • (Neidt & Schenk, Wetenschappelijk Tijdschrift voor Autisme, June 2012)

  10. In reality? • All had the same mission (i.e. optimal development) • Similar in 1:1 training, all private, all working many hours, all working in isolation • Huge differences in structural characteristics • Educational background of staff • Supervision and IRR procedures • No of staff working with each child • No of children attending the service (range 1-75, av. 20) • Criteria for mastery • Parental involvement • (Neidt & Schenk, Wetenschappelijk Tijdschrift voor Autisme, June 2012)

  11. Recent developments • Parents increasingly demand ABA based interventions at all levels of (pre) education • Increasing number of organisations offering “ABA” services of variable quality and cost (!) • “ABA” services approach us to carry out effectiveness studies

  12. WHY? • Parents appear to read more than professionals • Schools now responsible for EO • “ABA “ services will not be paid by health care system if they don’t provide evidence for effectiveness • Teachers working in inclusive schools lack knowledge and training on “behaviour”

  13. Compared to many other countries in Europe, we are very behind

  14. Education & training in NL • 8 Dutch universities • 8/8 offering Psychology, Pedagogical and/or Educational sciences at BA and MSc level • 0/8 offering ABA training

  15. Conclusions… • Hardworking professionals and parents of children with autism, but… • Eclectic use of early behavioural ABA-based interventions • Lack of professional academic training and ABA consultancy opportunities • Lack of funding despite the conclusion by Ministry of health (Gezondheidsraad, 2009) about its effectiveness and need for evidence-based practice

  16. The STAMPPP Project • Simple Steps in Dutch !-> Parental testimonies, animations, demonstrations, and textural material to teach ABA principles to Dutch parents, professionals, students etc. • Maximises learning opportunities for children with autism • Enables parents to become proficient in delivering home programs for their children • Facilitates the coordination of child learning opportunities at home and school

  17. THANK YOU! schenk@fsw.eur.nl

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