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Early Intensive Behavioural Intervention (EIBI)

Early Intensive Behavioural Intervention (EIBI). EIBI and Lovaas (1987). UCLA Young Autism Project (YAP) 1970-1984 Early Less discrimination between environments More likely to generalize and maintain treatment gains Intensive 40+ hours per week Behavioural Intervention

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Early Intensive Behavioural Intervention (EIBI)

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  1. Early Intensive Behavioural Intervention (EIBI)

  2. EIBI and Lovaas (1987) UCLA Young Autism Project (YAP) 1970-1984 Early • Less discrimination between environments • More likely to generalize and maintain treatment gains Intensive • 40+ hours per week Behavioural Intervention • Using Modern learning theory (Years 1-3) • Build complex behaviour and suppress pathological

  3. EIBI and Lovaas (1987) 1st year: Reducing self-stimulatory and aggressive behaviour, teaching imitation, toy play, extending treatment into family 2nd year: Teaching expressive language, play with peers, extended to community (preschool) 3rd year: Teaching of appropriate and varied expression of emotions, reading, writing, arithmetic, observational learning

  4. Lovaas (1987) Results

  5. Video • Autism Behavioural Intervention Queensland (ABIQ) • ABIQ.wmv

  6. Neurobiology of Autism Electrophysiological studies: EEG and ERP • Neural basis of face processing, non-verbal Face sensitive ERP component (N170) • Large negative ERP component with a latency of 170ms

  7. Neurobiology of Autism Lateralization • Failure of normal right hemisphere specialization for faces

  8. Face Processing Autistic Development Perceptual/Cognitive Hypothesis • Perceptual binding (extracting), general deficit (FG), and/or dysfunction of a neural mechanism Social Motivation Hypothesis (SMH) • Primary and secondary deficits (all behavioural and physiological deficits are the result of a deficit in social motivation)

  9. Social Rewards “Social motivation impairments are related to difficulties in forming representations of the reward value of social stimuli” (Dawson, 2005) • Dopamine pathway is activated by social rewards Reward value  Motivation  Attention to faces (exposure+)  Specialization

  10. Implications for EIBI • Make social interaction more rewarding and meaningful • Interventions using ABA and EIBI reward using conditioned reinforcement

  11. EIBI may facilitate the development of the face processing system

  12. Criticism of EIBI • Methodological problems in research • Which children are good candidates? • Ethical concerns • Financial matters

  13. Future Research • Using MRI without sedation to assess brain development in high-risk infant siblings (Zwaigenbaum et al., 2005) • Behavioural enrichment and behavioural motivation to study brain plasticity (Kilgard) • EIBI to reach normal brain functioning in terms of neural speed and cortical specialization (Dawson et al., 2005)

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