Allegiance and knowledge levels of professionals working with early intensive behavioural intervention in autism

• DOI: 10.1111/eip.12335
• Publication Date: 2016-04-10T14:09:19Z
• Authors: Ulrika Långh; Martin Hammar; Lars Klintwall; Sven Bölte
• Keywords: Allegiance

Abstract Aim Early intensive behavioural intervention (EIBI) for children with autism spectrum disorder (ASD) is often delivered using a community model. Behaviour modification experts train and supervise non‐experts (e.g. preschool personnel) to teach according applied behaviour analysis principles in their natural environment. Several factors predict EIBI outcomes ASD, example, knowledge of allegiance among trainers. The aim the present study was survey levels about towards EIBI. Methods Formal surveyed supervised staff conducting ( n = 33), not involved 26), 60), school 25) parents ASD 150) [ N 294]. A 27‐item (15 12 questions) online questionnaire collected. Results Supervised had more than EIBI, but they were allegiant. Compared experts, group showed markedly less allegiance. Conclusions Findings indicate potential improvement regarding formal delivering real‐world settings. In addition, fostering might be prioritized when teaching non‐experts. Broadly increased all teachers should achieved by adding techniques common university curricula education. Allegiance personnel accomplished supervisors meeting skepticism practice conveyance evidence‐based discussions ethical issues.