The Effectiveness of Early Intensive Behavioural Intervention for Autism - Essay Example

Critical Review of the Effectiveness of Early Intensive Behavioural Intervention for Autism Introduction Early Incentive Behavioural Intervention (EIBI) is a concept or therapy that has been used for treating children who are facing challenges related to cognitive and physical growth. It is apparently stated that EIBI is regarded as an evidence based intervention concept (Klintwall & Eikeseth, 2014). In order to provide treatment to young children, EIBI is primarily using the principle of applied behavioural analysis. More specifically, young children having autism spectrum disorder are beneficial with EIBI (Barton & Reichow, 2010). Moreover, the Lovaas Model is recognised as one of the type of EIBI. The model is based on the name of Ole Ivar Lovaas who had developed this model. In 1999, the United States Surgeon General’s office has been approving this therapy for treating small children having autism spectrum disorder (Callahan, Shukla-Mehta, Magee, & Wie, 2010). The prime objective of the study is to describe certain important aspects in relation to the Lovaas model and how it provides support in EIBI therapy. Apart from this, the study reveals how young children having autism are benefitted with the application of EIBI. Contextually, the study will also focus on how EIBI is helpful in improving children’s quality of life with autism. Lovaas Study Supports for EIBI The Lovaas programme is recognised as a model which has been used as an EIBI therapy for assisting young children suffering from disorders such as spectrum autism. The model was invented by the University of California. This model has been developed for treating children with development-delays and autism. It is especially a time based intensive intervention that includes approximately 40 hours of time for proper treatment and intervention of children (Chasson, Harris, & Neely, 2007). Children belong to two to three years and more than two to three years of age are provided treatment with the use of the Lovaas model. The model is having two separate phases or processes for treating autism (Wolery, & Reichow, 2008). Initially, the Lovaas model focuses on actual problem that can be experienced by the children. In this regard, the first step of this program is to focus on teaching for self-help as well as receptive language skills to the children. These factors will help the children to become more independent in their life. The second step of the intervention programme is to highlight significant features of language expressive teaching. Besides, the programme emphasises arranging interactive play with peers (Warren et al., 2015). Criticism for Lovaas It has been stated that there are a large number of models introduced for treating children with Autism Spectrum Disorder (ASD). Moreover, the Lovaas model is popular as comprehensive intervention model. The model is divided into two programme models such as Applied Behaviour Analysis (ABA) and Treatment and Education of Autistic and Communication Handicapped Children (TEACCH). Both the models have been used as a procedure based on which mental conditions are improved and developing the condition of children suffering with autism. The model initially identifies the stereotype behaviours of the children. More specifically, EIBI is a home based early intensive program that depends on technologies and principle of ABA. The Lovaas model is recognized as one of the most renowned approaches of treatment for children suffering from ASD (Spreckley, & Boyd, 2009). The study is related to the Lovaas model and EIBI approach which are identified to be having a large number of controversies. In this regard, several researchers referred this procedure as ‘mega-silliness’. Though, few researchers have noted that the Lovaas model facilitates in identifying the actual domain of abnormal functioning by the children below the age of 3 years. Children who are having communication problem as well as problem with reciprocal social interaction are recognised as children with ASD (Zachor, Ben-Itzchak, Rabinovich, & Lahat, 2007). Critical Evaluation and Findings It has been observed that from several decades, a large number of researchers are focusing on determining different ways for treating ASD in young children. EIBI includes a large number of methods as one of the most effective procedures to support children with ASD (Gould, Dixon, Najdowski, Smith, & Tarbox, 2011). The prime objective of this treatment model is to enhance cognitive and social communication skill. Apart from this, the method assists in enhancing social interactional skills by minimizing symptoms as well as other behavioural problems amid children with autism (Zachor et al., 2007). EIBI is designed in a way that helps the students to improve their possible outcomes. It has been observed that EIBI focuses on improving the communication skills of young children with ASD. In this context, the researcher has developed the communication focused interventions. Contextually, the model includes Picture Exchange Communication System for development of communication skills of young children with ASD (Peters-Scheffer et al., 2011). In order to enhance cognitive or intellectual interaction skills, numerous argumentative communication systems have been designed for young children with ASD. The researcher has also developed few more communication models for providing communication mobility support to the children who are having verbal and non verbal disorder. This approach is recognised as psycholinguistic theory to target early interaction between parents as well as newly diagnosed children. It is also stated that this model includes parent communication training approaches (Howlin et al., 2009). It has been observed that EIBI has a positive impact over the development of young children with ASD. Young children are benefitted when the process of intervention is conducted for 6 years. However, several researchers have opposing viewpoints about the impact of EIBI. It has been identified that few people with the intervention for approx 7 years are not benefited by the intervention. Contextually, it can be stated that the application of EIBI is needed to be implemented in a proper way for a good progress (Matson & Jang, 2013). Through the implementation of the EIBI treatment model, a client will gain large IQ along with adaptive behaviour as well as good language learning skills. The EIBI model provides treatment or intervention services to young children by including few core elements such as specific teaching procedures considered as discrete trail training. Apart from this, the model includes the use of both children and adult in the 1:1 ratio during the early stage of treatment. Moreover, the EIBI model is a home based approach, so the use of home setting approach is recognised as the most effective and important process of providing treatment (Kuppens & Onghena, 2012). Application of EIBI is recognised to be a useful approach, as it is implemented under perfect supervision of trained staff members in ABA. A person with the help of EIBI initially identifies the core shortfalls of autism, which includes social as well as communication deficits, play skills limitations and restricted internet services among others (Lechago & Carr, 2008). After evaluating a large number of deficits of autism, a trainer is required to deliver instructions in a structured manner. Simultaneously, a trainer is needed to build a friendlier environment by reducing teachers to students’ ratios. A trainer will also ensure proper care for children and develop a continuous monitoring facility. In addition, a trainer is needed to encourage families to show more involvement. In this regard, the EIBI model is required to implement a functional approach to enhance social behaviour of young children with ASD (Jacobson, Mulick & Green, 1998). Limitations of EIBI and Suggestions for the Future Though EIBI is recognised to be an important mechanism for improving behaviour of children with ASD, but it has several limitations. Several researchers have stated that the model is developed as per theoretical basis and accordingly, there is a huge lack of experimental data that can be helpful for designing the model (Granpeesheh et al., 2009). According to Gould et al. (2011), few researchers noted that the Lovaas model does not follow a quasi-experimental model. It has also been identified that the Lovaas model does not include a true representation of autism. In this regard, the experiments related to autism under the EIBI model do not always depict accurate information regarding treatment for ASD (Gould et al., 2011; Callahan et al., 2010). Apart from this, the model is recognised as a home based model. In this context, it has been stated that the home based approach can become monotonous for the children. Correspondingly, the approach fails to provide inadequate supports to the children with ASD. The model is also recognised as comparatively more expensive than other various models (Barton et al., 2010). In this context, few suggestions have been provided to improve the EIBI model for offering effective treatment services for ASD. The model should enhance assistance and provide more support to the children with ASD (Carr, 2005). To provide proper assistance to young children, the model should introduce both home based as well as school based assistance programme. Besides, the model should contain a large number of practical as well as quasi-experimental data related to autism, which will help to provide quality support to children with ASD (Healy & Lydon, 2013). Conclusion The Lovaas or EIBI model is recognised as a treatment model for autism. It has been recognised that children with ASD are benefited with the practice of the EIBI model. However, it has been observed that several researchers stated the model as inefficient to treat young children with ASD due to lack in experimental data which is regarded as one of the vital limitations of the EIBI model. By reviewing the study, it can be concluded that the EIBI model is a useful model for treating children with children with ASD. References Barton, E. E. & Reichow, B. (2010). Early intensive behavioural intervention (EIBI) for young children with autism spectrum disorders (ASD) (review). The Cochrane Collaboration, 10, 1-60. Callahan, S., Shukla-Mehta, S., Magee, S., & Wie, M. (2010). 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