Early intensive behavioural intervention for children diagnosed with autism spectrum disorder: A comparative study between practices and policies in the UK and China PhD Student: Yini Liao Supervisor: Professor Karola Dillenburger (School of Education) & Dr Eugene O'Hare (School of Psychology)
Aims
Objectives
The aim of study is to find out more about the current situation children diagnosed with autism spectrum disorder (ASD) and compare the application of Early Intensive Behaviour Intervention (EIBI) practices and policies in the UK and China.
To assess the extent to which children with ASD have access to EIBI and parents’ and professionals’ knowledge and understanding of autism and EIBI in terms of cultural, policy and application contexts. To explore parents’ received support, access, cost, and perceived effectiveness of EIBI; meanwhile, it will find out professionals’ techniques and principles in using ABA; career development, research experiences and qualification of ABAbased interventions.
Prevalence of ASD UK China
1.1% prevalence (2011 UK census) 2.0% in NI ( DHSSPS, 2014) 0.118% in mainland China; 0.266 %in mainland China, Hong Kong and Taiwan (Sun et al., 2013)
Will observe children’s gained ability, changed behaviour, relationship with others and generalisation before, during or after involvement in EIBI programmes; will explore the mode of service delivery and views on the social validity of and their experience with local service providers.
Research Questions
Participants UK • Supervisors • Therapists • parents
• • • •
China Teachers International trainers Agency founders Parents
Research Methods
• To what extent are ABA-based interventions (specifically EIBI) used for children with ASD in the UK and China? • What are the main factors impacting on the delivery and availability of ABA-based interventions (specifically EIBI) in the UK and China? • What are the similarities and differences between practices and policies in applying ABA-based interventions (specifically EIBI) in the UK and China? • What can be learnt from each other?
Study 1
Why comparative study?
EIBI
• A large scale survey • A similar census study recently completed in Australia (survey will be compared among three countries)
Study 2
• In-depth interviews
Study 3
• Direct participant observations
Core components: Parental involvement One-to-one intervention Tasks were managed from the simplest one Comprehensive and targeted at skill domains Building new repertoires and reduce interfering behaviours Normal developmental sequences guided the intervention goals Typically began at home and generalised to other settings
Age of Intervention: 2/3 year-old to 5 year-old Intensity: 20-40 hours per week Duration: At least 2 years Effectiveness: Improvement in IQ, adaptive behaviours, expressive and receptive language, communication skills, socialisation and daily living skills
Data Analysis SPSS & thematic analysis
Theory framework: Applied Behaviour Analysis (ABA)
The different time of the recognition of autism and growth of concern with the issues that brings A relatively lower study on autism when it comes to China in previous international study An exploration of theory study and practice for the development of indigenous Chinese autism organisations Contribution to the cross-national methods
References Department of Health, Social Services and Public Safety (DHSSPS), (2014). The prevalence of autism (including Asperger’s Syndrome) in school age children in Northern Ireland 2014. Retrieved 1 October 2014 from http://www.peatni.org/media/documents/asd-children-ni-2014.pdf. Sun X., Alison C., Mattews F., Sharp S., Auyeung B., Baron-Cohen S. and Carol Brayne. (2013). Prevalence of autism in mainland China, Hong Kong and Taiwan: A systematic review and meta-analysis. Molecular Autism, 4 (7), 1-13. The National Autistic Society. (2014). How many people in the UK have autism. Retrieved 25 June 2014, from http://www.autism.org.uk/about-autism/myths-facts-and-statistics/statistics-how-many-people-have-autism-spectrum-disorders.aspx.
Behaviour Analysis
Supported by:
Early Intensive Behaviour Analysis (EIBI)
Experimental Analysis of Behaviour (EAB)
Behaviourism
Further contact: Yini Liao 20 College Green Queen’s University Belfast Belfast BT7 1LN
[email protected]
