Curriculum planning in Early Intensive Behavior Interventions (EIBI)
Based on Hayward, Gale and Eikeseht´s (2009) identification of four key variables that are common in those studies showing best effect of EIBI, there is a definitive need for effective assessment tool in developing an prod a unique, comprehensive curriculum that is tailored to the individual child’s needs across all areas of functioning. Gould, Dixon, Najdowski, Smith and Tarbox has an article in press for Research in Autism Spectrum Disorders available online addressing this issue. Their review is labeled “A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders.”
First the authors states the critical components for an assessment that may be used in determining curricula in EIBI, these are (1) the assessment should be comprehensive, (2) it should target early childhood development, (3) the assessment should consider behavior function, not just topography, and (4) it should be a direct link from assessment items to specific curricula targets. Based on these criteria hay identified the following four assessment instruments; Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), Brigance Diagnostic Inventory of Early Development-II, Vineland Adaptive Behavior Scales-II, and the Brigance diagnostic Comprehensive Inventory of Basic Skills-Revised.
Even if the authors identify these assessment tools they also That no single assessment tool is comprehensive enough to develop a fully comprehensive EIBI curriculum, and they give descriptions of the strengths and challenges by using the fours identified assessment tools.
This article highlights a central issue for providers of EIBI, and hopefully there will be conducted much more research on assessment tools and curricula design within EIBI. This article is a must read for all providing EIBI.