Quality and Quantity is Related to Outcome of Early Intensive Behavioral Intervention for Children with Autism
We have developed a quality standard based on the logic of the Periodic Service Review to evaluate and improve quality of individual EIBI programs. The programs are provided through in the two largest cities in Norway, Bergen and Oslo. Based on the core elements of EIBI we have made a 36-item checklist that we consider to represent an optimal EIBI program. Some of the items are given a higher weight (such as intensity of intervention and therapist training). The standards have measurable targets (done/not done) for all involved parties (supervisors, therapists, parents, community staff). We report quality data from 60 individual programs collected over a two year period and relate these to outcome on adaptive behavior, ASD severity, aberrant behaviors and intellectual functioning following. We will discuss what we have found to be the most common challenges we face in providing EIBI of high quality and implications.
Sigmund Eldevik is an associate Professor at Oslo Metropolitan University, Department of Behavioral Science. He is a clinical psychologist from the University of Oslo, a BCBA-D, with his doctoral degree from the University of Bangor, Wales. His research interests are on early intensive behavioral interventions for children with autism and other developmental disabilities.