Dominican University of California
 

All Conference Presentations, Performances and Exhibits

Presentation or Panel Title

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

Location

Guzman 111

Start Date

4-15-2016 2:40 PM

End Date

4-15-2016 2:55 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Madalienne F. Peters, ED.D.

Presentation Format

Oral Presentation

Abstract/Description

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

This document is currently not available here.

Share

Import Event to Google Calendar

COinS
 
Apr 15th, 2:40 PM Apr 15th, 2:55 PM

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

Guzman 111

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