Assignment Early intensive behavioral intervention (EIBI) was one of the first comprehensive treatment programs for young children with autism spectrum disorders (Reichow, 2012). EIBI is a type of program based on the principles and technologies of applied behavior analysis. Also, it’s an intensive home-based program (Reichow, 2012). Also EIBI is one of the most common, popular, and requested treatment approaches for young ASD children with (Reichow, 2012). There are strong effects shown in their first study and the surrounding debate on the effectiveness of the intervention, EIBI has become the most studied comprehensive treatment model for young children with ASDs (Reichow, 2012). One striking difference across meta-analyses is the variation in inclusion criteria (Reichow, 2012). The different definitions of EIBI was largely responsible for the differences in which studies were included in each meta-analysis, which resulted in large differences in the total number of studies within …show more content…
The first step is that the researcher believed that if he removes the children from their natural environment placed them in an institutional setting, we would be able to obtain very accurate measures of the children's behaviors on a 24-hour schedule and better control all relevant aspects of their environment (Lovaas, 1993). Also, the researcher believed that that a whole year of individual intensive treatment would be enough for the children and that treatment effects would last (Lovaas, 1993). Finally, the researcher focused most of their efforts on children developing their language because language is considered to be important in improvement easier in other non-treated behaviors (Lovaas, 1993). The types of gain that children made are language behaviors develop learning strategies like verbal and nonverbal imitation, reduced tantrums, self-injury and etc (Lovaas,
Behavior modification is based on the principles of operant conditioning, which were developed by American behaviorist B.F. Skinner. In his research, he put a rat in a cage later known as the Skinner Box, in which the rat could receive a food pellet by pressing on a bar. The food reward acted as a reinforcement by strengthening the rat's bar-pressing behavior. Skinner studied how the rat's behavior changed in response to differing patterns of reinforcement. By studying the way the rats operated on their environment, Skinner formulated the concept of operant conditioning, through which behavior could be shaped by reinforcement or lack of it. Skinner considered his discovery applicable to a wide range of both human and animal behaviors(“Behavior,” 2001).
...c Observation Schedule, Vineland Adaptive Behavior Scale, and McArthur Communication Development Inventory to measure the communication and aversive behavior frequency of the participants. After the procedures were complete, results demonstrated that advances were made in both of the dependent measures that utilized ABA with NET and DTT combined (Matson & Konst, 2013, p. 476). Comparable results were also found by Zachor and Ben-Itzchak (2010) who conducted a similar study with more dependent measures including communication, language, comprehension, daily living skills, motor skills, visual perception, and social behaviors (as cited in Matson & Konst, 2013). Thus, this research demonstrates that comprehensive ABA programs can be an ideal method of treatment not only for school-aged children and adults with ASD, but for EI individuals as well (Matson & Konst, 2013).
For my field experience, I went to Magoffin Middle school and spend time in the Behavioral Intervention classroom (BIC). A behavioral Intervention classroom is a class where mostly Emotionally Disturbed (ED) students attend. Though ED is not the only special need student that could be in the BIC classroom setting. Other classifications could be Autism (AU), Learning disabled (LD), other health impairments (OHI) to include ADD and ADHD. In regards to the Least Restrictive Environment (LRE), it is towards the bottom or point of the triangle, meaning it is more restrictive than a general setting classroom would be. The BIC classroom is a last result and not where the school wants to place a student. Let me say what I imagine how the classroom would be before I went to the class was chaos. Due to the time working at the school, I have seen my share of student meltdowns. Many occasions I have seen students outright disrespect authority figures at the school. Passing through the hallway one student was observed outside of the classroom arguing with the campus officer telling him “You’re too fat to catch me!” This was a surprise to me as I continued on my way. Another student in particular, we will call him “Kenny”, had a meltdown in the hallway where he was sitting on the floor hugging his knees and was crying profusely. There were at least three adults including a campus patrol employee, special education teacher and the assistant principal trying to calm Kenny down. Going into this classroom I prepared myself for students being disrespectful and quite possibly violent.
“Treatment of Autism in Young Children: Behavioral Intervention and Applied Behavior Analysis:Infants & Young Children, by Jensen, VK, and Sinclair LV, published in 2002, summarized Oct 19, 2006
Early intervention is effective in treating autism spectrum disorder in many ways. One important way it has been proven effective by research is by increasing a child’s cognitive skills. When a child is first diagnosed with autism spectrum disorder, they will likely be diagnosed as having a cognitive delay. Research shows that early invention services, such as applied behavior analysis, occupational, and speech therapy has helped increase IQ scores in children with autism spectrum disorder. In one study, children who received up to twenty hours a week of early intervention services had an average rise in IQ points of 17.6 (Solis, 2010). This increase in cognitive skills benefited children in the classroom setting. After receiving extensive early intervention treatment, children typically performed better on standardized testing. With an increase in cognitive skills and better achievement on standardized testing, children were able to be placed in less restrictive classroom settings (Smith, 199...
Grandpeesheh, D, Tarbox, J, & Dixon, D. (2009). Applied behavior analytic interventions for children with autism: a description and review of treatment research. Annals of Clinical Psychiatry, 21(3), 63-173.
There have been two different views on whether or not evidence-based practices are sufficient for educating students with autism. Those who say yes, that evidence based practices are sufficient agree with this because the parents see progress and success in certain task (Kirk, Gallagher, & Coleman, 2015). “Basic life lessons have to become part of the special education curriculum for children with autism-some of whom can learn them only through direct teaching,” and one sufficient evidence-based practice is structured teaching (Kirk, Gallagher, & Coleman, 2015, p. 155). This is where the teacher creates a schedule for the student with autism to follow throughout the day. After the student completes one task on the list they can check it off.
Writing Assignment Two Introduction Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can be suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative.
Behavior issues are a big topic among teachers, and parents alike. Behaviors can affect the student exhibiting the behavior, the other students, the teachers, administrators, and parents. Behavior is the actions and reactions of an organism, usually in relation to its environment. The real source of behavior is still somewhat a mystery; behavioral issues are said to be psychological, emotional, environmental, or psychosocial, and even heredity.
A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student 's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and
Because Down syndrome is not a condition that can be cured, management with quality of life is the best thing for the individual. A combination of diet, exercise, and lifestyle interventions will be the best option for the individual with Down syndrome (Gene Facts, n.d.). “Early intervention and many other therapeutic services are offered to people with Down syndrome” (National Down Syndrome Society, n.d.). Early intervention is a type of therapy that is given for children under the age of three years old. “The most common early intervention services for babies with Down syndrome are physical therapy, speech and language therapy, and occupational therapy” (National Down Syndrome Society, n.d.). As previously stated earlier, developmental milestones are delayed so working on those milestones as soon as possible will help the individual be successful later on in life.
Ospina, MB., Krebs, SJ., Clark, B., Karkhaneh, M., Hartling, L., et al. (2008). Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review. PLoS ONE, 3(11). Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19015734
The concept of using a one on one strategy in the classroom stemmed from elements present in Tier 3 of RTI. A one on one intervention used in the classroom can provide more concentrated, rigorous, and attentive learning for students. One on one allows teachers and other professionals to work directly with a student on deficient skills. A benefit of a one on one intervention is that it can be used with all types of students, not just special education or previously diagnosed students. This intervention can be used in any academic setting with any population of students; the skills practiced will just need to be modified per grade level.
Abstract For this assignment, I was asked to place myself in a real-world scenario that is currently taking place in schools around the country. There are many families of children with special needs that need additional support in the classroom, and in the community. For this scenario, I will be designing a supportive training program for the families of special needs children. Through this training I will outline important information and skills in order to provide emotional support, offer options for family involvement, and assist in the adjustment of changes that these family members and children may be facing.
Blackham, G.J., & Silberman, A. (1971). Modification of Child Behaviour. Belmont, California: Wadsworth Publishing Company, Inc.