A variety of therapists, including behavior analysts, physical therapists, occupational therapists, and teachers are working together to provide specialized therapy for children with intellectual disabilities called early intensive behavior intervention (EIBI), usually reserved for autistic children. In typical EIBI cases, children diagnosed with autism can receive intense specialized therapy that teaches them fine motor skills as well as conditions them for desirable behavior. A group of children with intellectual disabilities recently received EIBI in hopes of improving their IQ scores. EIBI has the potential to revolutionize the current special education system and drastically improve the lives of children dealing with mental disabilities.
Children with autism can receive intense individual EIBI treatment from a variety of specialists, including special education and general teachers, psychiatrists, occupational therapists, physical therapists, and speech pathologists. Behavior modification comes primarily from reinforcement or punishment of behavior. When a child exhibits desirable behavior, they are positively reinforced with encouragement, attention, and rewards such as candy or toys. A child that effectively communicates his or her feelings with words might receive more attention from parents or therapists. A child is punished for the display of undesirable behavior, usually by the removal of attention. A child that throws a tantrum or lashes out may be ignored until they calm down and can more effectively communicate their emotions and desires.
Until recently, children with autism were the only ones who received EIBI treatment, despite the fact that it has positive effects on IQ, adaptive skills, social skills, toileting, and communicative skills. Sigmund Eldevik, Erik Jahr, Svein Eikeseth, Richard P. Hastings, and Carl J. Hughes recently compared the effects of EIBI versus normal treatment of children with mental retardation. Children had to be between the ages of 2 and 6 at the beginning of treatment and without a history of autism. One group was treated with intense EIBI therapy, while one group was given various conventional methods of therapy for autism. Children in both groups were sent to preschool, where they were given individual treatment from therapists and teachers alongside their parents. The amount and type of therapy given were the independent variables in this experiment. The increase in IQ points and development of social skills were measured as dependent variables.
Children in the behavior intensive group received therapy in three tiers. The first tier consisted of basic skills such as following simple commands, completing puzzles, using words, and making simple requests. When therapists felt that skills in tier one had been adequately mastered, children were allowed to proceed to skills in tier two. This level of skills included imitation of fine motor, oral skills, sounds, and words as well as labeling objects and actions. When the second tier had been adequately completed, children moved to tier three. Tier three consisted of tasks dealing with colors, size, numbers, adjectives, and prepositions.
The eclectic intervention group received treatment that tried to cater to each child’s specific needs. This form of therapy is the type typically administered to cihldred with mental disabilities. There is much less time spent individually working with parents and children on specific skills. Children are taught communication through signs and symbols, including photographs and line drawing. Therapy often included daily activity sessions of fifteen to twenty minutes consisting of swinging, walking, rocking, or massages. Each child’s communication skills was developed further by using words and corresponding symbols and signs to enhance each word’s meaning. Worksheets, computer programs, and social skills through stories were used in therapy. Each form of therapy was used based on each teacher’s personal experiences and preferences. Total time spent with the eclectic group as well as the amount of time spent using each method of therapy were not recorded well because of the way in which therapy was applied. Therapists took advantage of opportunities they saw as teaching moments when working with the child in the classroom or in daily life. Different forms of therapy were used scattered about the day, when the child seemed willing and responsive. Many different aspects and structures of therapy were used simultaneously, also, when appropriate. This makes it difficult to assess time spent on one particular area or therapy.
The behavioral intervention group gained 16.6 IQ points and 2.9 adaptive behavior composite points. The eclectic intervention group gained 3.9 IQ points and lost 2.8 adaptive behavior composite points. For communication specifically (of the VABS), the behavioral group gained 2.7 standard points while the eclectic group lost 3.2 points. The behavioral intervention group was obviously more successful at improving the social and mental abilities of children. Reform of the current special education system (similar to the eclectic group) would result in higher IQ scores as well as increased social skills of mentally disabled children. This study should radically impact the way that special education for children without autism is viewed and carried out.
