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Papers Topic - Behavioral Support Advancing Comprehensive Early Childhood Intervention P3.04 Evaluating Early Intervention Goals and Strategies for Autistic Children’s Disruptive Behaviors Presenting Author: Hannah Fipp-Rosenfield (USA)
Session 3
Affiliation: Northwestern University, Illinois Co-Authors: Lauren Hampton, Megan Roberts
P3.05 Field Testing the Family Behavior Support Mobile Application (FBSApp) During a Global Pandemic Presenting Author: Claire Winchester (USA) Affiliation: Growth Early Childhood Behavior Coaching Co-Authors: Erin E. Barton, Maggie Wickman We developed and tested an evidence-based mobile application designed to support families in using functional assessment-based intervention strategies with their young children with disabilities and challenging behaviors in home settings. We presented and discussed the methods and results from the iterative process of developing, evaluating, modifying, and reevaluating the Family Behavior Support application over the past 8 years. We synthesized and presented the procedures and findings from 6 single-case experimental design studies and one randomized control trial (5 total manuscripts, including published manuscripts and those currently under review). We highlighted the benefits of our flexible and methodologically sound study designs and recommendations for future research on accessible, ecologically valid, culturally responsive methods for supporting families of young children with disabilities and/or delays. Approximately 50% of autistic children exhibit higher rates of disruptive behaviors (DBs, e.g., aggression) compared to peers. Reducing DBs during early intervention (EI) is critical for promoting engagement, enhancing learning opportunities, and supporting positive development. However, EI providers often lack training in evidence-based behavior support strategies to address DBs. We analyzed initial evaluation and Individualized Family Service Plan (IFSP) documents from 263 autistic children in Illinois to investigate: (1) how EI providers describe DBs; (2) whether children with DBs have EI goals targeting DBs; and (3) if EI providers document planned use of behavior support strategies. Preliminary findings reveal 97.3% of initial evaluations report DBs, but 88.5% of IFSPs lack goals addressing them, highlighting a misalignment between developmental needs and services. Aim 3 analyses will conclude by April 2025. Results emphasize the need for individualized training to support EI providers in setting goals and effectively implementing evidence-based behavior support strategies.
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