Evidence Based Interventions And Ibi

Christina M. Corsello, P. (2015, 10 13). Early Intervention in Autism. Retrieved from theratogs.com: http://theratogs.com/wp-content/uploads/2014/03/corsello_18_2.pdf

Parents with ASD children in Ontario are going through rough times, low-income families in high need areas are being targeted and their children are being marginalized. Throughout this paper we will attempt to explore the benefits of Intensive Behavioural Intervention (IBI) on children 5 years old and older, also look at the problems they go through, the contributing factor to this issue, etc. we are hopeful that at the end of this paper, we will develop an understanding of discriminatory practices and the impact on low-income families, more specifically autism and the impact on low-income families.

Brief Description: Due to the chicken and egg dilemma surrounding co-occurring disorders, for years researchers have faced the challenge of what to treat first, in other words identifying the main issue. Now after twenty years and being given the title of an evidence-based practice, researchers have come up with a holistic approach in treating co-occurring disorders. Researches coined this evidence-based practice as integrated treatment, which is basically a marriage between health and mental health services/treatment/interventions.

The "Intensive Early Intervention Program for Children with Autism" is a program funded by the province of Ontario. It is used to teach/treat young children who have been identified as having an autistic spectrum disorder. Intensive Behavioural Intervention (IBI) services are provided to children, aged 2 to 5 years, who must meet specific program requirements. The program was designed taking into consideration the central tenets of Applied Behavioural Analysis (ABA), which is a widely recognized and accepted method for teaching functional skills to children with autism.

What are ways to connect research and practice? How might counselors use research in marriage, couple, and family counseling?

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

Autistic children should feel motivated and should be able to achieve different goals by being provided with various interventions as an individual and his or her support group. Children that are diagnosed with autism should get early intervention as early as possible in order to get better results by knowing the age group the autistic child is in the more intense the program can feel by the amount of hours that are being offered for the ASD child. The more hours the more change and improvement the parents and the child care center will see from the child with autism. When working with children that have autism there are many different ways to approach to the child so the child feels

The value to using specific approaches such as CBT is that they are evidence based interventions that teach the client a better way to think which then leads to making better behaviors and choices. If a social worker uses their own approach as an intervention, then the outcome to the treatment may not be a proper one. Barth et. al (2011), explain that evidence based approaches are not always used by social workers in their interventions even though it is important to do so. On the other hand, I think that using common factors approach gives social workers a chance to be more original in their practice and give flexibility to their interventions. It provides the client with a more unique treatment that was customized for their own needs. Barth

Whether a diagnosis of autism, or diagnosis of another disability is to be made, interventions can be developed to add the child 's “tool belt” on their waist of life. Research shows that the early intervention can highly impact the likelihood of success (Krader, 2014). The American Academy of pediatric tells us that the diagnosis procedure should start in children between 18 and 24 months. With the essential screening process, recommendations can be used to begin intervention and start the help that the child needs. As we have seen through research, not all children receive testing that proves equality (Krader, 2014).

Zwaigenbaum, et. al. reviewed the literature pertaining to practice and research in early autism interventions to confirm or revoke the standing best practices in the field. The authors reviewed ten item, four pertaining directly to best care practices and six pertaining to research standards. Research for care practices confirmed that interventions for individuals under the age of 3 should be “a combination of developmental and behavioral approaches and begin as early as possible” (Zwaigenbaum, et. al.,

Albany, NY: New York State Department of Health; 1999. New York State Department of Health Early Intervention Program. Clinical Practice Guideline, Autism/Pervasive Developmental Disorders: Assessmentand Intervention for Young Children.

With the prevalence of autism at an all-time high, there are many benefits to identifying a child as early as possible. Identification and intervention can dramatically improve outcomes for children with ASD. Children have increased neural plasticity at a very early age, making it easier for children to learn new skills such as communication, play, and overall skill development. Early intervention will improve children’s behaviors and remediate areas of weaknesses. Also, according to the New Jersey Early Intervention System program, early intervention makes the transition into preschool easier for children diagnosed with autism. In addition, parent-implemented intervention usually leads to better parent-child interaction, improved communication, behavior, and better maternal knowledge of autism.

Readers are taught how to use ABA to teach speech and language, social, motor, and adaptive skills through a system of repetition, reward, and goal adjustment. The author also discusses what families should consider before choosing any treatment method for their child with autism, and specifically what key elements an IBI program should have. The curriculum, professional roles, parent involvement, inclusion, and pros and cons of a home based versus center based program are all covered. Staff training….. Characteristics of characteristics of children with autism.

The study included 61 preschool children with autism who were randomized to one of two groups; one receiving intervention

There are several interventions that are available for those with autism. The interventions are separated into the