Autism and ABA: The Gulf Between North America and Europe

Keenan, Michael; Dillenburger, Karola; Röttgers, Hanns Rüdiger; Dounavi, Katerina; Jónsdóttir, Sigríður Lóa; Moderato, Paolo; Schenk, Jacqueline J.; Virués‐Ortega, Javier; Roll-Pettersson, Lise; Martin, Neil

doi:10.1007/s40489-014-0045-2

Cited by 64 publications

(50 citation statements)

References 45 publications

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“…However, even though a lot has been done in terms of further education of teachers in the last ten years, most schools still are ill - prepared and insufficiently trained to effectively teach autistic children. This conclusion is very much in accordance with the recent critical review by Keenan et al [19] on the rather unsatisfactory implementation of ABA in Europe.…”

Section: Discussionsupporting

confidence: 91%

“…In Switzerland, professionals providing EIBI are confronted with misconceptions and myths similar to those mentioned in recent reports describing the situation in other European countries [19] and the US [21]. ABA is not known as science, it is only known as a form of early intensive intervention for autistic children.…”

Section: Introductionmentioning

confidence: 97%

“…These clinical studies have shown promising but less favourable outcomes. Furthermore, there is a remarkable gap in the implementation of ABA between North America and Europe as concluded in a recent review [19]. …”

Section: Introductionmentioning

confidence: 99%

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Implementation of early intensive behavioural intervention for children with autism in Switzerland

et al. 2017

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BackgroundThere is a major gap between the US and most European countries regarding the implementation of early intensive behavioural intervention (EIBI) for children with autism. The present paper reports on the current status of EIBI in Switzerland and on the effectiveness of EIBI under clinical conditions in a Swiss pilot project.MethodsThe paper combines a narrative report of the care system for children with autism in Switzerland and an initial evaluation of EIBI as implemented in the Department of Child and Adolescent Psychiatry, University of Zurich.ResultsThe current situation of the implementation of EIBI for children with autism in Switzerland is characterized by marked deficits in its acceptance. Major reasons include insufficient governmental approval and lacking legal and financial support. In addition, ignorance among health care providers and educational professionals has contributed to this situation precluding that children with autism receive the most beneficial assistance. The authors have initiated and been working in an intervention centre offering EIBI for a decade and report on their experience with the implementation of EIBI. Based on their clinical practice, they document that EIBI also works efficiently under ordinary mental health service conditions.ConclusionsEIBI needs to be implemented more intensively in Switzerland. Although the effects of EIBI as implemented in Zurich are promising, the results are not as pronounced as under controlled research conditions.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 97%

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Implementation of early intensive behavioural intervention for children with autism in Switzerland

et al. 2017

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“…Unfortunately, the issue of prompt dependency has been raised in another context where attempts have been made to introduce behavioural technology for children with autism. N. Ireland has been extremely recalcitrant when it comes to using the science behind the Good Behaviour Game for the benefit of families and children (Keenan et al, 2014). The main problem is that many teachers are not trained in a science of behaviour and myths often get in the way of the dissemination of accurate information A classic myth is that behavioural interventions are method driven and therefore not child-centered, nor holistic in perspective.…”

Section: Discussionmentioning

confidence: 99%

The good behaviour game: Maintenance effects

Lynch

Keenan²

2018

International Journal of Educational Research

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This study examined the effects of the Good Behaviour Game on teacher and student behaviour in a general education classroom. Using a multiple baseline design across classes, baseline rates of disruptive behaviours were collected in each class and the class was divided into two teams. Each team then competed to obtain reinforcers for good behaviour. High baseline rates of disruptive behaviour were reduced significantly when the game was in first introduced. When it was introduced a second time the teachers were instructed to increase their positive comments. Surprisingly, there was little evidence of an increase in positive comments from the teachers. Findings are discussed in the context of the need for teacher training in behaviour analysis.

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“…The cause of the increasing number of children with autism is not yet known (Keenan , Dillenburger, 2014). Children with autism are considered disabled under the WHO definition for People with Disabilities.…”

Section: Introductionmentioning

confidence: 99%