Assessing the Effectiveness of Early Intensive Behavior Intervention

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Autism can potentially present many obstacles in which both the parent and children will face when dealing with this particular disorder. Among many different symptoms or signs of autism, "children with this disorder deal with social and communication impairments that can and will effect everyday life” (Rogers and Vismara, 2008). Diagnosing this disorder can prove to be difficult at times; however, diagnosing autism early is very important for school aged children. Most children with autism get diagnosed at a relatively early age between the ages of 2 or 3 (Rogers and Vismara, 2008). The earlier autism is diagnosed the better. When children with autism enter into preschool it is important to provide the earliest interventions possible. By providing the earliest intervention possible it will allow for the children with autism to be able to improve the conditions that affect them such as communication, adaptive behaviors, intellect and socialization skills (Eldevik, Hasting, Jahr, and Hughes, 2011). In a study conducted by Eldevik, Hastings, Jahr and Hughes these researchers suggests that by offering early intensive behavioral intervention (EIBI) it can possibly “improve adaptive behavior and social behaviors within many young children with autism” (Eldevik, Hasting, Jahr, and Hughes, 2011).
Early Intensive Behavioral Intervention, best known as EIBI is defined as “an evidence-based intervention using principles and procedures form Applied Behavior Analysis to teach adaptive behaviors to young children with autism spectrum disorders” (Cohen, Amerine-Dickens, and Smith, 2006). In the study conducted by Eldevik, Hastings, Jahr, and Hughes they used 31 preschoolers from ages 2-6 to assess the efficacy of EIBI. These students were compared to 12 other students (the control group) that were receiving a more traditional approach in pre-schools known as Treatment as Usual…...

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