Early Intensive Behavioral Intervention (EIBI) involves the use of Applied Behavior Analysis in the treatment of the core deficits of Autism Spectrum Disorder in young children. EIBI is delivered to children between 2 and 6 years of age and typically consists of 15-30 hours of 1:1 ABA therapy per week.

POPS ABA currently offers EIBI in New Jersey and North Carolina. Complete our online Service Request Form start your journey with POPS ABA today!

Treatment Approach

Our EIBI program provides comprehensive one-to-one treatment for young children diagnosed with ASD. The porgram emphasizes a positive and systematic approach to the treatment of the core deficits of ASD (i.e., language, socialization, and maladaptive behavior). Treatment teams focus on creativity and flexibility, in both the developement and implementation of each learner’s individualized treatment plan. The primary aim of our EIBI program is to work towards ‘closing the gap’ between the learner and their typically developing peers, and teaching the necessary skills to support them in reaching their full potential. Functional skills are taught using behavioral technolgies, including:

• Verbal Behavior
  Verbal Behavior is a functional approach to language that has been demonstrated to be effective in the teaching language and communication skills to individuals with autism. Whether your child communicates vocally or using a alternative system (e.g., PECS, Proloquo, sign), verbal behavior instruction focuses on teaching learners to effectively communicate their wants and needs, as well as establishing the foundational verbal repertoires necessary to engage in social interactions.
• Discrete-Trial Instruction
  Discrete Trial Instruction (DTI) is a teaching strategy that involves breaking down skills into smaller components. DTI is characterized by a highly structured, one-to-one teaching environment, in which verbal behavior and other developmental milestones are taught using the principles of learning and motivation.
• Natural Environment Teaching
  (NET) involves working in environments and settings that the child encounters in their everyday life. Typically conducted during play, an important component of NET is generalizing skills taught during discrete-trial instruction to more functional and meaningful settings.
• Assessment
  An inital assessment is conducted by a member of the POPS clinical team prior to the child starting the program. Assessments typically consist of parent/caregiver interviews, observations, review of past medical documentation related to the ASD diagnosis, and the completion of relevent standardized and/or criterion-referenced assessments (e.g., VB-MAPP, ABLLS-R, Vineland-3). Results of the assessment, along with our service recommendations, are summarized in the form of a report and treatment plan that is submitted to the insurance provider to secure funding.
• Intervention
  ABA sessions are designed specifically for each child based on their treatment plan, and range in duration depending on their needs. Sessions typically consist of a combination of one-to-one and group teaching, in which they work on their individualized communication, socialization, and behavioral goals. Specific areas of treatment may include, developmental milestones, language & communication, play skills, social skills, pre-academic skills, self-help and daily living skills, and the reduction of problem behavior (e.g., tantrum, self-injury, aggression). Sessions can be conducted in home or at our therapy center located in Verona, NJ, at times that are convenient to the families schedule.
• Staff and Service
  Our highly skilled clincal team work in collaboration with families and other service providers in understanding the unique needs of each learner. We work to develop individualized educational programs that target meaningful and socially significant behavior change. EIBI programs consist of:
• Board Certified Behavior Analyst (BCBA®)
  A Board Certified Behavior Analyst, or BCBA, is responible for the development of the learner’s treatment plan, monitoring progress, and providing support and ongoing supervision to the behavior technicians. BCBAs are also responsible for communicating and collaborating with famalies and other service provides to ensure consitency of programing and effective generalization of skills. Our BCBAs hold a minimum of a master’s degree in ABA, or relevent area (e.g., education, psychology), and have specifc training and experience in behavioral approaches to the treatment of ASD.