Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder methods
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Nature of the Development-Enhancing Strategies
The development-enhancing strategies used within the NDBIs (see specific strategies below) work together to support high levels of success inside ecologically valid contexts, routines and materials within them. The motivating activities created as part of the intervention process begin as very simple action sequences, where contingencies between the child's behavior and a rewarding experience are highly predictable and salient. For example, a playful routine involving tickles when putting on the child's shirt during a dressing routine may be expanded to include receptive language skill building as well as social commenting. The child may be instructed to follow directions to 'get your shirt', where he must select the shirt from an array of other clothing, then encouraged to show his 'red shirt' to his sister by saying "Look! My red shirt!,R...
Future Research Directions on NDBIs with Children with ASD
In the context of a history of studies demonstrating changes in IQ but relatively weaker changes in developmental outcomes such as core ASD symptoms and limited measurement of long term social functioning, it is important to extend measures of outcomes to include both proximal and distal estimates of functional changes in child behavior in everyday social contexts (e.g., parent-child interactions at home; interactions with peers in childcare or preschool). While there are studies reporting proximal outcomes (e.g., change within intervention sessions, in probes to untrained partners) few studies report change in everyday environments such as home and childcare settings. Observations of interactions with parents outside of the clinic or research setting and of child engagement, participation and demonstration of social and communication skills in child care or preschool settings a...
Conclusion
Because NDBIs enjoy a strong research base that substantiates their efficacy for improving meaningful outcomes in young children with ASD, it is critical to disseminate this message and share this record of results with the research communities and the public sector. The public sector definition of "applied behavior analysis" is oftentimes wrongly equated with a specific method of ABA, DTT, rather than being understood as an umbrella of empirically based practices that are built on operant learning procedures. The remarkable work of many researchers, working in parallel in different locations and publishing independent and converging results on a wide range of NBDI approaches, have created a new generation of early intervention models whose common features and efficacy may not yet be widely known to parents, clinicians, physicians, and to funding agencies.
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Evidence quotes (3)
The development-enhancing strategies used within the NDBIs (see specific strategies below) work together to support high levels of success inside ecologically valid contexts, routines and materials within them. The motivating activities created as part of the intervention process begin as very simple action sequences, where contingencies between the child's behavior and a rewarding experience are highly predictable and salient. For example, a playful routine involving tickles when putting on the child's shirt during a dressing routine may be expanded to include receptive language skill building as well as social commenting. The child may be instructed to follow directions to 'get your shirt', where he must select the shirt from an array of other clothing, then encouraged to show his 'red shirt' to his sister by saying "Look! My red shirt!," being prompted as necessary. By incorporating behavioral strategies such as modeling, shaping, chaining, prompting, and differential reinforcement, the adult supports the child to expand language, the complexity of the play acts, the social demands, or the number of action sequences within the r...
In the context of a history of studies demonstrating changes in IQ but relatively weaker changes in developmental outcomes such as core ASD symptoms and limited measurement of long term social functioning, it is important to extend measures of outcomes to include both proximal and distal estimates of functional changes in child behavior in everyday social contexts (e.g., parent-child interactions at home; interactions with peers in childcare or preschool). While there are studies reporting proximal outcomes (e.g., change within intervention sessions, in probes to untrained partners) few studies report change in everyday environments such as home and childcare settings. Observations of interactions with parents outside of the clinic or research setting and of child engagement, participation and demonstration of social and communication skills in child care or preschool settings are essential and could provide important outcome data for determining if interventions affect children's everyday functioning (see Kaale et al.; Kaiser, et al.,; Lawton and Kasari; Wetherby et al. ). Such observations might include relatively straightforward assessments of generalization a...
Because NDBIs enjoy a strong research base that substantiates their efficacy for improving meaningful outcomes in young children with ASD, it is critical to disseminate this message and share this record of results with the research communities and the public sector. The public sector definition of "applied behavior analysis" is oftentimes wrongly equated with a specific method of ABA, DTT, rather than being understood as an umbrella of empirically based practices that are built on operant learning procedures. The remarkable work of many researchers, working in parallel in different locations and publishing independent and converging results on a wide range of NBDI approaches, have created a new generation of early intervention models whose common features and efficacy may not yet be widely known to parents, clinicians, physicians, and to funding agencies.
Machine-readable layer
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