Post Hoc Analysis on the Effect of Early Intensive Behavioral Intervention Provided to Preschool Children on the Autism Spectrum

<p>Early Intensive Behavioral Intervention (EIBI) provides a framework for educators to assist children diagnosed with autism spectrum disorder (ASD) to increase independence and positive social skills in the classroom (Reichow, 2012). Preschoolers with ASD who do not have access to programs tend to display negative and socially inappropriate behavior, such as acts of aggression, withdrawal, and inability to attend to lessons. Studies on program effectiveness documented that preschool children who received EIBI scored higher on IQ, language comprehension, imitation, expressive language, nonverbal communication, play, stereotyped behaviors and adaptive functioning compared to preschool children who do not receive EIBI. The literature revealed that children with ASD who received EIBI maintained successful relationships with peers through joint attention, displayed increased use of appropriate language, and demonstrated an interest in participating in group classroom activities (Barber, Saffo, Gilpin, Craft, & Goldsetin, 2015). The purpose of the study was to evaluate student development on language, behavior, and peer relationships by analyzing pre- and post- assessments gathered over a three-year period. The study included data collected on a child in a general education non-profit preschool setting. The study was evaluative in nature and documented student progress toward behavior improvement as part of the agency’s evaluation policy results indicated that EIBI contributed to increasing the child’s socially appropriate behavior, language development, and peer interaction. Keywords: Autism spectrum disorder (ASD), Early Intensive Behavioral Intervention (EIBI) Effects of Early Intervention for Children With ASD</p>

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Master's Thesis

Discipline thesis:degree_discipline

Education

Year dc:date.available

2015

Author dc:creator

• Maxwell Dumont, Catherine R.

Contributors dc:contributor

• Madalienne F. Peters, EdD
• Elizabeth Truesdell, PhD

• Autism Spectrum Disorder
• early intervention
• preschool children
• behavioral therapy
• developmental delay
• early intensive behavioral intervention
• autism
• Neurodevelopmental Disorders
• Educational Assessment, Evaluation, and Research
• Educational Methods
• Special Education Administration
• Special Education and Teaching

Repository record dc:identifier

https://scholar.dominican.edu/masters-theses/209

OAI identifier oai:identifier

oai:scholar.dominican.edu:masters-theses-1213