An individual has a right to a therapeutic Environment An individual has a right to services whose overriding Goal is personal welfare An individual has a right to treatment by a competent behavior analyst An individual has a right to programs that teach functional skills An individual has a right to behavioral assessment and ongoing evaluation An individual has a right to the most effective treatment procedures available gold standards by Dr. Bahareh Talei The Autism Diagnostic Observation Scale. the practice had to have evidence from (a) at least two experimental or quasi experimental group design studies carried out by independent researchers, (b) at least five single case design studies from at least three independent investigators, or (c) a combination of at least one experimental and one quasi-experimental study and three single case design studies from independent investigators The EIBI group achieved significantly greater gains in all domains measured with the exception of motor skills. The EIBI group had higher learning rate during the follow-up assessment compared to the two eclectic groups. No significant . differences were found between high-and low-intensity eclectic groups, suggesting that the type of service EIBI is important for outcome, not merely the intensity The behavior analyst always has the responsibility to recommend scientifically supported most effective treatment procedures. Effective treatment procedures have been validated as having both long-term and short-term benefits to clients and society. Clients have a right to effective treatment (i.e., based on the research literature and adapted to the individual client). Advantages: It is often easier to involve parents and other family members in treatments The treatment services a provided in the individual’s natural environment Many decreases overhead cost to service providers. The mere presence of the client’s parents may help ensure that the design of the treatment remains grounded in real-life concern. Disadvantages: The constant need for staff to travel.The difficulty that service providers may have with obtaining adequate control over the client’s environment.Supervision of the services is more logistically demanding and costly.Some have concern over the potentially intrusive nature of home-based treatment.The requirement of having a caregiver present in the home while services are delivered It interduces the potential for boundary issues to arise between family members and service delivery staff -Describe the severity levels for ASD. Level 1: Requires support 1)Social Communication:Without supports, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful responses_to social overtures of others. May appear to have decreased interest in social interactions. 2)Restricted, repetitive behaviors: Inflexibility of behavior causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence. Level 2: requires substantial support 1)Social communication: Marks deficits verbal and nonverbal social communication skills; social impairments apparent even with support limited initiation of social interactions; and reducedor abnormal responses to social overtures from others. 2)Restricted, repetitive behaviors: Inflexibility of behavior, difficulty coping with change, or other restricted/repetitive behaviors appear frequently enough to be obvious to the causal observer and interfere with functioning in a variety of context. Distress or difficulty changing focus or action.Level 3: requires very substantial support 1)Social Communication: _Severe in verbal and nonverbal social communication skills causes severe impairments in functioning, very limited initiation of social interactions, and minimal responses to social overtures from others. 2)Restricted, repetitive behaviors: Inflexibility of behavior, extreme difficulty coping with change, or other restricted/repetitive behaviors markedly interfere_ with functioning in all. Great distress/_difficulty changing focus or action. The goal of home-based(EIBI) is to maximize the skill development of children with ASD across all developmental domains including language, play, A) Persistent deficits in social communication and social interaction Atypical eye contact independent living skills, academics, motor, and social skills Comprehensive EIBI programs attempt to assess all possible skill deficits at intake and then provide skill acquisition in each are, with the goal of “catching up” the child’s development to the greatest extent possible. Full range of Deficits in social-emotional reciprocity empirically supported behavioral intervention procedures including positive reinforcement, prompting, prompting fading, discrete trial training, NET, Deficits in nonverbal-communicative behaviors used for social interaction shaping, and chaining. a. The diagnosis of EA-ASD is designed for infants and toddlers who appear to be on a developmental trajectory toward Deficits in developing, maintaining, and understanding relationships, ranging meeting full DSM-5/DC:0-5 criteria for ASD. The diagnostic criteria include the manifestation of at least two social–communication symptoms and B) _Restricted, repetitive patterns of behavior, interests, or activities one RRB symptom as well as the presence of functional impairment. In one onset prototype, children show abnormalities in social and communicative Stereotyped or repetitive motor movements, use of objects, or speech development in the first year or so of life. The most common initial symptom recognized by parents is delayed speech development (De Giacomo & Fombonne, 1998), but a growing body of literature suggests that social and nonverbal communicative delays predate the language abnormalities that Insistence on sameness, inflexible adherence to routine, or ritualized patterns of verbal or nonverbal behavior typically lead to diagnosis. This so-called “early onset” pattern is thought to occur in the majority of individuals with autism. In the second pattern of Highly retricted, fixated interests that are abnormal in intensity or focus onset, regressive autism, children appear to be developing typically for the first year or two. In the second year of life, they lose skills that they had Hyper or Hyporeactivity to sensory input or unusual interest in ensory aspects of the environment previously acquired, accompanied by the onset of autistic symptoms.That selection and use of practices established by the best available evidence must C) Symptoms must be present in the early developmental period. be blended with professional expertise Defines evidence-based practice in its position paper as” the intergration of the best available research with D) Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning. clinical expertise in the context of patient characteristics, culture, and preferences. Focused ABA-based treatment Focused ABA refers to treatment E) These disturbances are not better explained by intellectual disability developmental disorder or global developmental provided directly to the client for a limited number of behavioral targets. It is not restricted by age, cognitive level, or co-occurring conditions. Focused delay. ABA treatment may involve increasing socially appropriate behavior (for example, increasing social initiations) or reducing problem behavior (for example, aggression) as the primary target. Even when reduction of problem behavior is the primary goal, it is critical to also target increases in appropriate alternative behavior, because the absence of appropriate behavior is often the precursor to serious behavior disorders. Therefore, individuals who need to acquire skills (for example, communication tolerating change in environments and activities, self-help, social skills) are also appropriate for Focused ABA. Focused ABA plans are appropriate for individuals who (a) need treatment only for a limited number of key functional skills or (b) have such acute problem behavior that its treatment should be the priority.Comprehensive ABA-based treatment Comprehensive ABA refers to treatment of the multiple affected developmental domains, such as cognitive, communicative, social, emotional, and adaptive functioning. Maladaptive behaviors, such as noncompliance, tantrums, and stereotypy are also typically the focus of treatment 4.04 Approving Behavior-Change Programs Behavior analysts must obtain the client’s written approval of the behavior-change program before implementation or making significant modifications (e.g., change in goals, use of new procedures). 4.05 Describing Behavior-Change Program Objectives Behavior analysts describe, in writing, the objectives of the behavior-change program to the client before attempting to implement the program. To the extent possible, a risk-benefit analysis should be conducted on the procedures to be implemented to reach the objective. The description of program objectives and the means by which they will be accomplished is an ongoing process throughout the duration of the client-practitioner relationship.4.06 Describing Conditions for Behavior-Change Program Success Behavior analysts describe to the client the environmental conditions that are necessary for the behavior-change program to be effective.
