What is EIBI? Aspire Early Intervention EIBI stands for Early Intensive Behaviour Intervention and is the implementation of the principles of behaviour based on Applied Behaviour Analysis or ABA.

EIBI stands for Early Intensive Behaviour Intervention and is the implementation of the principles of behaviour based on Applied Behaviour Analysis or ABA. Behaviour is anything we say or do, from asking for milk, or a child telling their parent they can hear a plane, to playing in a sandpit. Even though those principles can be applied in many settings, such as hospitals or companies, it is mostly known for its implementation in children with autism and related disorders.

The popularly cited study by Invar Lovaas in the 1980s showed that the principles of EIBI were successfully applied in an intense program of behavioural-based instructions to treat children with Autism. This seminal study showed that children with Autism could make dramatic progress when receiving a program of instruction of this type. Since then many studies have been published with similar results. Many techniques are used under the umbrella of EIBI but all are based on the application of behaviour analytical principles. This includes identification and modification of the Antecedents preceding a behaviour, and the Consequences following a behaviour, to affect change in the Behaviour.

Desired consequences (reinforcement) for the child after appropriate behaviour is likely to increase future appropriate behaviour; whereas when no reinforcement is given for inappropriate behaviour, this will most likely decrease inappropriate behaviour. A variety of techniques can be used within an EIBI setting. These include, but are not limited to: Verbal Behaviour (VB) Natural Environment Training (NET) / Incidental Teaching Precision Teaching (PT) Discrete Trial Training (DTT) Relational Frames (Based on the principles of RFT) At Aspire we use the latest and best practices to teach appropriate behaviour and to reduce inappropriate behaviour. Procedures for reducing challenging behaviours, such as aggressive and disruptive behaviours, generally include strategies for not reinforcing the inappropriate behaviours, while teaching alternative appropriate replacement behaviours.

What is Verbal Behaviour (VB) Verbal Behaviour was originally proposed by Skinner (1957); the VB approach employs a functional account of language. VB teaches children to use language and communication in a functional context and uses their natural motivation to learn it. Rather than dividing language into receptive and expressive language according to a psycholinguistic model, language and communication is taught using the childís motivation. This ensures faster learning, better retention of mastered skills, and better generalisation of mastered skills. Some basic verbal functions described in Skinner’s VB model include: Echoic: repeating of sounds, blends, words and sentences. Mand (from “demand”): request for items, action or information. Tact (from “contact”): comment on what the child can hear, see, feel, taste or smell Intraverbal: responding to conversation type questions. Verbal Behaviour is any behaviour for which the reinforcer is mediated by the behaviour of another person. This does not mean that verbal behaviour needs to be vocal. At Aspire, we currently service clients who are verbal but use sign language or PECS (Picture Exchange Communication System), WECS (word/text communicating system) or writing – to communicate effectively with their peers and parents. See below for examples for a few basic functions of language in a Verbal Behaviour framework.

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