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Early and Intensive Behavioral Intervention (EIBI) in Autism

  • Lars Klintwall
  • Svein Eikeseth

Abstract

Early and Intensive Behavioral Intervention (EIBI) is an evidence-based intervention using principles and procedures from Applied Behavior Analysis to teach adaptive behaviors to young children with autism spectrum disorders. Several outcome studies have indicated that the best outcome is achieved when treatment is started as early as possible (before the age of 5) and with a high intensity (30–40 h per week). The treatment is carried out by parents and teachers under supervision by a professional and consists of identifying the skills that the child lacks, breaking these down into components and teaching those component behaviors separately. This enables the child to succeed more easily. The child is provided with guidance to learn novel behaviors, and this help is then phased out until the child can perform the target skills independently. The complexity of tasks is gradually increased as the child progresses, so that the child can master each consecutive step. Much emphasis is placed on generalization of taught skills, meaning that skills taught in an EIBI program must be functional for the child in everyday life. EIBI consists of both one-to-one discrete trial teaching for basic skills such as imitation (verbal and motor), expressive and receptive language, and matching, and less structured teaching such as naturalistic and incidental teaching working on all areas of functioning, such as communication, self-help skills, and independent functioning. From a behavior analytic view, autism can be seen as a biologically based disorder related to innate social and sensory motivation.

Keywords

Adaptive Behavior Joint Attention Target Response Apply Behavior Analysis Social Stimulus 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  1. 1.Department of Behavioral SciencesOslo and Akershus University CollegeOsloNorway
  2. 2.Department of Behavioral ScienceOslo & Akershus University CollegeOsloNorway

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