Early Intensive Behavioral Intervention

Abstract

Early Intensive Behavioral Intervention (EIBI) is, arguably, the most successful and well known example of an evidence-based approach for young children with autism or Autism Spectrum Disorder (ASD), many of whom have comorbid Intellectual Disability (ID). After a brief historical overview, this chapter describes ten important characteristics of successful EIBI programs. They begin in the preschool years; are intensive in nature (i.e., provide many hours per week of direct service with frequent supervision); use structured behavioral teaching principles; use curricula which are comprehensive in scope, developmental in sequence, and individualized to the child; collect and analyze data frequently and make data-based treatment decisions; involve parents as part of the treatment team; involve programming across a variety of settings; involve opportunities for systematic inclusion with typical peers; plan for a systematic transition into the next environment; and include plans for generalization and maintenance of skills. Following this description of the approach, research documenting the evidence base for EIBI’s efficacy, effectiveness, and community implementation is summarized. EIBI is strongly evidence-based but outcomes are markedly variable across children, the reasons for which are the subject of much current research. In particular, research reviewed on the heterogeneity in outcomes explores the impact of child characteristics, treatment quantity, and treatment quality factors. Recommendations for practitioners, as well as practices that are not recommended, are then synthesized from this evidence base across a range of areas. Finally, suggestions for future research are provided.