Intensive Behavioral Intervention (IBI)

Comprehensive treatment for children with autism using applied behavior analysis (ABA).

Intensive Behavioral Intervention (IBI)

Comprehensive treatment for children with autism using applied behavior analysis (ABA).

Behavioral Dimensions

About IBI

The IBI program is a comprehensive treatment for children with autism using applied behavior analysis (ABA). This autism treatment is evidence-based and recommended by the Association for Science in Autism and the Surgeon General. It is an intensive approach that has been empirically demonstrated to remediate the core symptoms of autism to a greater extent than any other treatment. Intensity is a critical factor in reaching the greatest outcome and typically 35-40 hours per week is prescribed. This intensive autism service takes place entirely in the child’s home. A team of staff will be assigned to each child to provide direct one-to-one instruction focused on language, social, and behavioral development.

Applied behavior analysis techniques are specifically taught to all of our staff so their interactions with the child increases language and social skills while decreasing difficult or problematic behavior. Our staff are trained to manage non-compliance, aggressive, destructive, self-injurious, and stereotypic behavior often exhibited by children with autism. 

Additional clinical resources are provided by experienced supervisors, Board Certified Behavior Analysts and Licensed Psychologists to immediately address and remediate behavioral concerns.

The success of the IBI autism treatment relies on the skillful use of positive reinforcement procedures. Staff will use things to eat, things to drink, things to watch, and things to play with, in combination with social interactions to motivate the child to produce independent language skills. The family will work with the supervisor to identify reinforcers specifically for the program. Skills that the child had not learned in other environments will carefully be taught and reinforced before moving on to more advanced skills. Our emphasis on fun and success is obvious when watching our staff work with a child. We strive for “no tears” in our sessions and feel that working with a happy, successful, and motivated child produces learning outcomes often never seen before.

IBI Intervention Strategies

Intensive Behavioral Intervention is comprised of many intervention strategies. Some key components are: discrete trial training, situational teaching, scripted routines, functional communication training, social skills training, and behavior reduction procedures.

Discrete Trial Training

This approach is similar to massed trial teaching or “drills.” A number of responses to be learned are grouped together in an instructional session. Numerous opportunities to perform each response are provided.

Situational Teaching

This term describes a number of procedures used to address problems with generalization often experienced by children with autism. Skills are taught throughout the child’s day in natural situations. Incidental teaching, milieu training, and in situ teaching are specific procedures designed to be implemented in the natural environment. Situational teaching can be used to teach language and social skills, and adaptive skills such as shopping, playing at the park, or safely riding in a car.

Scripted Routines

Conversational Skill Training: Teaching complex interactions between people which involve conversations and activities may be facilitated by developing written scripts. Initially, the child learns to follow the script exactly but, over time, begins to emit novel responses.

Independent Skill Training: Teaching a child to be independent in skills such as self-care activities or leisure skills often involve different teaching strategies than employed for teaching skills such as language and other social skills. Task analyses of skills are taught to a child in such a way that ultimately the child learns to perform the skill without the presence of an adult.

Functional Communication Training

Prior to a child learning to speak, strategies must be employed to teach them functional communication skills so they can effectively get their needs met, using gestures, objects, or pictures. Often, intervention is required to replace a child’s problem behavior with effective communication.

Social Skills Training

Social interactions with siblings and friends are taught using a combination of the above techniques.

Behavior Reduction Techniques

Some children may display behavior which interferes with their learning (such as tantrums or stereotypy), or with their (or other’s) well-being such as self-injury or aggression. Problem behavior may be effectively reduced by building alternative appropriate behavior in the child, or by implementing planned ignoring or redirection techniques.

IBI Intervention Strategies

Intensive Behavioral Intervention is comprised of many intervention strategies. Some key components are: discrete trial training, situational teaching, scripted routines, functional communication training, social skills training, and behavior reduction procedures.

Discrete Trial Training

This approach is similar to massed trial teaching or “drills.” A number of responses to be learned are grouped together in an instructional session. Numerous opportunities to perform each response are provided.

Situational Teaching

This term describes a number of procedures used to address problems with generalization often experienced by children with autism. Skills are taught throughout the child’s day in natural situations. Incidental teaching, milieu training, and in situ teaching are specific procedures designed to be implemented in the natural environment. Situational teaching can be used to teach language and social skills, and adaptive skills such as shopping, playing at the park, or safely riding in a car.

Scripted Routines

Conversational Skill Training: Teaching complex interactions between people which involve conversations and activities may be facilitated by developing written scripts. Initially, the child learns to follow the script exactly but, over time, begins to emit novel responses.

Independent Skill Training: Teaching a child to be independent in skills such as self-care activities or leisure skills often involve different teaching strategies than employed for teaching skills such as language and other social skills. Task analyses of skills are taught to a child in such a way that ultimately the child learns to perform the skill without the presence of an adult.

Functional Communication Training

Prior to a child learning to speak, strategies must be employed to teach them functional communication skills so they can effectively get their needs met, using gestures, objects, or pictures. Often, intervention is required to replace a child’s problem behavior with effective communication.

Social Skills Training

Social interactions with siblings and friends are taught using a combination of the above techniques.

Behavior Reduction Techniques

Some children may display behavior which interferes with their learning (such as tantrums or stereotypy), or with their (or other’s) well-being such as self-injury or aggression. Problem behavior may be effectively reduced by building alternative appropriate behavior in the child, or by implementing planned ignoring or redirection techniques.

How IBI Works

Skills Building 

The first skills we teach are those that lay a foundation for learning any new skill. Learning-to-learn skills will be taught first using a high rate of reinforcement. Coming to work independently, paying attention, and choosing what reinforcer to work for are very important skills to master if the child is to master complex language. Our Language Curriculum consists of over 120 programs. The IBI program teaches the skill domains of Learning to Learn, Social and Independent Play, Imitation, Receptive language, Social language, and Expressive language. The scope and sequence of the programs ensure that concepts are thoroughly learned with the child being successful each step of the way.

Family Skills Training

A significant factor in the child’s success is family skills training where parents first learn to generalize skills learned in sessions with the therapist, and then learn to use specific strategies to obtain and maintain low rates of problem behavior and high rates of compliance.

If the family is interested in additional training BDI provides a series of trainings on specific parenting strategies called General Interaction Strategies (GIS). The series of trainings teach the family about reinforcement, responding to requests, offering choices, giving instructions, redirection, and responding to upsets. Once the family completes GIS, BDI can also provide assistance with toilet training, sleep disorders, feeding disorders, outings, and social skills training.

Learn more about BDI’s General Interaction Strategies and Workshops:

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IBI Intake Packet

If you are interested in obtaining our services, please complete our intake packet. The intake packet is available online by clicking the link below. 

Common Questions About the IBI Program

Who should receive these services?

Children with a diagnosis of autism who display significant delays in development as well as severe behavior disorders are appropriately treated with the IBI model. The disorder may be so severe that the children may be unlikely to function safely in the home or community; attain normal developmental milestones; or succeed in a regular classroom without substantial one-to-one support.

The IBI model is only appropriate for children for whom the goal of treatment is to restore normal functioning as much as possible, and who demonstrate strong response to treatment on objective quantitative measures. Services are typically most appropriate for children under the age of 5. BDI’s existing data suggest response to treatment can be evaluated after nine months of treatment.

What is the time commitment?

The child must be available Monday through Friday, every day for two 3-3.5 hour shifts for a minimum of 35 hours per week. We are only able to alter the schedule for a child who still requires naps. Additional weekday and weekend hours are available after the initial 35 hours are scheduled.

What is the length of service?

The length of service is typically 2 – 4 years.

Where do the services take place?

The service occurs in the child’s home and a caregiver must be present at all times.

What type of participation is required by the family?

The family is required to meet with the Senior Therapist weekly to discuss the child’s progress.

Common Questions About the IBI Program

Who should receive these services?

Children with a diagnosis of autism who display significant delays in development as well as severe behavior disorders are appropriately treated with the IBI model. The disorder may be so severe that the children may be unlikely to function safely in the home or community; attain normal developmental milestones; or succeed in a regular classroom without substantial one-to-one support.

The IBI model is only appropriate for children for whom the goal of treatment is to restore normal functioning as much as possible, and who demonstrate strong response to treatment on objective quantitative measures. Services are typically most appropriate for children under the age of 5. BDI’s existing data suggest response to treatment can be evaluated after nine months of treatment.

What is the time commitment?

The child must be available Monday through Friday, every day for two 3-3.5 hour shifts for a minimum of 35 hours per week. We are only able to alter the schedule for a child who still requires naps. Additional weekday and weekend hours are available after the initial 35 hours are scheduled.

What is the length of service?

The length of service is typically 2 – 4 years.

Where do the services take place?

The service occurs in the child’s home and a caregiver must be present at all times.

What type of participation is required by the family?

The family is required to meet with the Senior Therapist weekly to discuss the child’s progress.

Contact Us

Our administrative office is located in St. Louis Park, MN. While we don’t have a center that families can come to, we do want to make it easy to get in touch with us.

If you are interested in receiving our services, you can complete the IBI Intake Packet online or contact us for more information.

Email

office@behavioraldimensions.com

Call Us

952.814.0207

Fax Us

952.938.8838

Mailing Address

7010 Highway 7, St. Louis Park, MN 55426

Follow us on Social Media

Contact Us

Our administrative office is located in St. Louis Park, MN. While we don’t have a center that families can come to, we do want to make it easy to get in touch with us.

If you are interested in receiving our services, you can complete the IBI Intake Packet online or contact us for more information.

Email

office@behavioraldimensions.com

Call Us

952.814.0207

Fax Us

952.938.8838

Mailing Address

7010 Highway 7, St. Louis Park, MN 55426

Follow us on Social Media!