BEHAVIORAL

ECLECTIC

DEVELOPMENTAL

Field of Psychology/Social Learning Theory

Public Mental Health & Education/Combines many approaches

Field of Psychology/Cognitive Learning Theory

Modern Behavioral Research from 1924 to present.
Pavlov (1904) Watson (1924) Skinner (1938-90) Bandura (1977)

Modern General Educational Theories & Practices
& Medical/Rehabilitative Therapeutic Methodologies

Modern Cognitive Developmental Research 1956 to present.
Wundt (1897) Piaget (1921-70) Gardener (1985) Sperry (1988)

UCLA Dept. Psych./O.I. Lovass (late 1960's to present)
Behavior Modification
Univ. CA Santa Barbara/R. Koegel/Pivotal Response Training (PRT)
Princeton Child Dev. Inst./P. Krantz & Wash. St. Univ./T. Smith
Applied Behavioral Analysis (ABA)
Plus PECS-Picture Exchange Sys./V. Carbone Verbal Behavior

Public Special Education Research & IDEA law for
F.A.P.E. legally mandated from mid 1970's to present.
Regional Programs (formed in several states in the late 1970's).
Autism Specialist coordinator, Jan Jansen has published her work on Oregon States Eclectic model approach--See SOURCES links
Research at U of Ore. on Positive Behavioral Supports-R. Horner

Univ. of North Carolina/Division TEACCH Project (1972-present)
Dr. Eric Schopler/Founding Researcher/Director with:
Dr. Gary Mesibov/Current Director (P.E.P./School Age)
Dr. Maria Bristol-Powers/Former Director (P.E.P./Preschool Age)
L. Watson & C. Lord, et, al./Expressive Communication Curriculum
Barry M. Prizant Ph.D. SCRETS Model Brown University 2001

Controlled experiments of small matched groups in clinical settings.
Establish cause & effect -VS- Hi model cost & Lo generalizability.

No one formally researched Eclectic model. State educuational outcome studies would offer large. population groups in natural settings -VS- low expermt. controls kind of research.

Life span field observation of large populations in natural settings.
Lo model cost & Hi generalizability -VS- fewer expermt. controls.

Purports ~50% of those in repeated small group clinical trials were
observed to be indistinguishable from typical peers in kindergarten
by age 5. Of the remaining: ~30% showed significant increases
in academic/behavior performance & ~20% showed little benefit.

No long term outcome data for adults with Autism outcome exists
for Oregon special education services since IDEA law began in 1975.
Instead annual Individual Educational Program plan data
purports to document growth according to goals/objectives.

Purports most persons with Autism are able to use structure to
function in their adult settings without additional public services.
Statewide family satisfaction/ind. of service adult outcomes was 92%
Dev. Outcomes: ~20%><typical~30%mild~30%moderate~20%severe.

Founded on premise that people learn best through systematic
discrete teaching sequences with extrinsic reinforcements
that are tied to performance of appropriate behaviors/desired skills.

Founded on the premise that all students have a legal right
to a free, appropriate public education. Students with disabilities
have the right to have an Individualized Educational Program.

Founded on the premise that how a person's brain is structured
& functions determines how they may best learn-work-play and
influence each person's/group's intrinsically motivational activities.

Emphasizes the use of a system of discriminate stimulus, observed
behavioral responses & feedback sequences. Reinforcements may
withhold or provide either positive rewards or negative consequences
to shape progressively more typical behavior/more able skills.
Models sequences of antecedent>behavior>positive responses.

Emphasizes many individualized combinations of behavioral,
developmental and/or various special ed. & therapeutic strategies,
as determined by the child's IFSP/IEP team, including those
methods requested by the family & those recommended by the
teaching team at the child's formal placement site.Emphasizes the use of adaptive communication systems and

Emphasizes the use of adaptive communication systems and
individualized social environments in a structured teaching model.
Systems use passing levels of verbal/visual/physical com. skills
for all functional information systems with new tasks presented
at higher emergent levels of skills. Prosthetics support lower skills.

Measurable Long term goals tie to evaluated weaknesses.
Skill Objectives tie to Lg Term goals. Data tracks Objective criterion.
Goals & Strengths must be considered in service placements. individualized social environments in a structured teaching model.

PEP & APEP and Informal Pass<>Emergent<>Failing Skill Assmts.
Middle Emergent skills are observed/tracked for growth potentials.
Higher emergent data structures readily attainable goals/success.

To provide services adequate to show growth with max. access
to typical peers in a setting that provides meaningful social benefit.
Individual student would achieve all/most Program goals each year.
Expectation is that greater social inclusion & individualized plans
will progress towards positive adult vocational & residential outcomes. Systems use passing levels of verbal/visual/physical com. skills

Early & Life-span support systems for optimum educational gains
& independent work/function up to the persons' innate capacities.
Maximizing autonomous functioning during early childhood
and individualized systems allow steady realization of full potential
regardless of the initial presentation or long term degrees of Autism.

In Eclectic models all complimentary strategies may be combined.
Here the benefit is flexibility/the cost is effort to provide consistency.for all functional information systems with new tasks presented

Dawson/Greenspan (floor time) Carol Grey (social stories)
Sensory Integration therapy for rest/relaxation skills

In Eclectic models even contradictory strategies could be combined.
Here the benefit is full flexibility/cost is inconsistency/risks of harm. at higher emergent levels of skills. Prosthetics support lower skills.

Proponents reject behavior methods' use of controls, consequences
& demands for typical communication as superior, as exclusive.

Ideally certified professionals evaluate/direct intensive 1:1 therapy
30-40+ hrs/week of intervention across home/school/community.
Direct contact may be done by certified associates/trainee therapists
under the supervision & plan of a Certified Behavior Analyst.
With success resource use is very high to start, then low to none.
For people who become indistinguishable from typical peers
and develop normal learning capacity, no further intervention is
required. For those who do not achieve this "best outcome"
low ratio group or 1:1 support may need to continue for the life-span.

Paraprofessional ratios for students with intensive teaching needs
and/or severe behavioral issue tend to be very low, 1:1-2.
Those with more moderate needs/behavioral issues in small groups.
Students with mild needs/more typical behavior tend to be
placed in more typical classrooms with 1:10-20+ ratios.
Children under 6 y.o. currently get from ~1-12 hours/mo of service.
School age students 6-21 y.o. get 30 or equivalent hours of service.
Currently very limited access to year round & home/comm services.
Autism up 3-500%/yet reductions in current budgets 2001-04

Professional service settings 20-30 hrs/week. Ratios: intermittent 1:1
structured teaching sessions & 0:1 independent work task series
using physical/visual structure. Small group work is often possible.
Motivational work sessions alternate with rest/relief/recreation.
Goals for students with more typical styles/more able capacities
advance to the use of more discrete portable vocational/rec systems.
Goals for students with more atypical learning styles are more
adaptive, yet inclusive in structured settings across community using
visual systems to facilitate independent functioning/less supervision.

Early pace of services is high in expenses & demands on family &
service providers. This high initial resource investment targets the
high benefit of students no longer needing special ed. services from
early elementary school age on if their Autism is treated timely,
and fully remediated before age 5. Risks of prompt dependence.

Un/underfunded federal mandates to provide educational services
state that student needs should be meet without limits of cost,
yet in keeping w/baseline of comm. standards for levels of service.
Roughly twice the budget of typical student costs is allotted.
Represents less than 1/4 of the actual expense of Autism services.

The cost of services are tied to the need for structured teaching
training of providers & ratios of 1:4 to typical vary with programs.
In most cases students across the full Autism spectrum are quickly
able to follow indiv. visual/physical structure for work/recreation so
costs are tied to the need for space/material dev./assessmt. time.

More Typical Behavior/Ableness preferred. Goal is "best outcome"
Community resources should be used to attain this optimum result.

All students should have "services adequate to show growth-- to
provide a floor, rather than an optimum ceiling of ed. opportunity."

The authentic inclusion of people with atypical/less able development
thru communities learning to accept & adapt to able-diversity/needs.

Reports of resistance to A.S.A.P. use of intensive behavioral models,
particularly for individual students as requested by their families.

Reports of resistance to consistent use of any one eclectic model
for individual students, particularly as requested by their families.

Reports of resistance to the life span use of an adaptive Dev. model
particularly for individual students as requested by their families.