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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.

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Presentation on theme: "CYNTHIA LOPEZ 02-15-14 Early Intensive Behavior Treatment (EIBT) for Children with Autism: A Multiple Case Study of Long-Term Outcomes."— Presentation transcript:

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

2 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).

3 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 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

4 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

5 Participants 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 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 )

6 Academic Outcomes Student Current Grades Achievement Testing (2010) IEP goals Classroom Supports Sam Reading Writing/ Language Conventions Spelling Math Science/Health History/Social Science B A A+ A- A STAR scores ELA: Advanced Math: Proficient Speech ended 03/11 Modified assignments for Writing/Langua ge Conventions Alan Reading Writing Spelling Math Science/Health History/Social Science C D B D+ B C+ STAR scores ELA: Basic Math: Basic Speech Resource: Math, Reading, Writing STAR Testing accommodation Reduced assignments Shortened spelling list Matt Reading/Literature Math English/Grammar/Writing Science Social Studies Spelling A- A A- A A+ STAR scores ELA: Proficient Math: Proficient SpeechPreferential seating

7 Academic Outcomes David Reading Language-Written/Oral Spelling Math Social Science Science: Earth Life C A SP S STAR scores ELA: Below Basic Math: Far Below Basic Speech Resource: Math Peer tutor Preferential Seating Logan Reading Writing Speaking (Math) Concepts: Problem Solving Fluency Science Social Studies Spanish N B N B NA N/ASpeechDifferentiated instruction Preferential Seating Note. A=exceed competency, above grade level, B=competent, at grade level, and N=not yet competent, below grade level Student Current Grades Achievement Testing (2010) IEP goals Classroom Supports

8 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

9 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

10 Discussion 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.

11 Discussion 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.

12 Implications for Practice-Parents Effective Communication strategies identified by parents included: o Receiving graded homework, weekly newsletters, and regular meetings Improving communication and collaboration between parents and teachers. o Providing parents with training on Spec Ed terminology and law o Meeting with parents prior to creating IEP goals

13 Implications for Practice-Educators Teacher training specific to Autism and individual student needs. o 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. o 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. o Administrators should provide parents the opportunity to visit classrooms and meet teachers prior to starting school

14 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

15 For More Information Cindy Lopez (209) x32 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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