Nesrhtens…..

As it much evidence for the effectiveness of Early Intensive Behavioral Intervention (EIBI) for pre-school children with autism spectrum disorders, there is still much research needed in addressing the different components contribution to the overall results for the children.

In running an EIBI program offering supervision to different kindergartens that children with autism attend along with their typically developing peers, one of the returning considerations is how much supervision to provide to each kindergarten, child and the parents.

There are probably several different aspects determine the effectives and contribution of supervision, as there probably are with other dimensions of EIBI.

The first and maybe most obvious issue is the amount or number of hours of supervision provided. There is not much research on this subject, but there is probably much clinical experience that should be shared and compared between professionals. There exists research that demonstrates that the amount of supervision affects child outcome (Eikeseth, et al 2009). This study found an “an estimated average gain of 0.21 IQ points for each hour of Supervision”. But as the article states; “finding must be interpreted with extreme caution. For example, the effect of supervision is probably not linear. That is, a relative low intensity in supervision may produce little or no benefit; a certain level of intensity may yield optimal effect, while increasing supervision beyond this point may add little benefit above the optimal level. Moreover, what constitutes the optimal level may vary from child to child, and depend on child characteristics, parental involvement, and the competency of the tutors.” So more data should be shared on this aspect.

A second issue is of course competency, both on the professional providing the supervision, and of the tutors; the teachers and aides providing day-by-day teaching and treatment. There are several descriptions of the competency levels in different roles of behavior analysts (UCLA, BACB), but little research on the effect on children’s progress held up against other features of EIBI. This may be the one of the areas that could strongly contribute to make EIBI more efficient.

Child characteristics are also likely to be a factor affecting the role of supervision. All providing or involved in providing EIBI will agree that different children gives the aides, parents, teachers and supervisors different challenges. And the experience most supervisors have in been in contact with a larger number of children may be a strong contribution to an effective EIBI-program.

Other factors may include family characteristics, characteristics with the child’s community, the kindergarten a probably more. I really hope to get started on investigating some of these factors next year, and hopes others continue to do so….