Early support is a strong first step, so what exactly is it?
During your research, you are going to come across a vast expanse of information about therapeutic options and services available for your child if they have or are showing signs of autism spectrum disorder (ASD). It can be difficult and time-consuming to sift through all the options to make an informed choice on which support services you think will be best for your child.
Research indisputably indicates that the earlier we can provide support to children showing characteristics of autism, the more likely that child is to overcome learning and behavioural barriers and gain greater independence. This blog post will explain what early intervention is as defined by and available through the Ministry of Education (MoE) New Zealand as well as Early Intensive Behavioural Intervention (EIBI), an evidence-based approach to supporting children with autism from a young age.
Accessing the Ministry of Education Early Intervention Services (EIS)
Early intervention is a term used to describe when support services are provided to very young children when developmental challenges start being observed by parents/caregivers and their wider whānau. Looking specifically at New Zealand, the MoE outlines early intervention as support for children with additional needs from birth, until they transition into school. Early intervention is recommended for children whose developmental delays are impacting their ability to participate and learn, both at home and within an educational context.
One of the most direct routes to accessing EIS is through the MoE. The MoE will be able to guide you on the specific services you and your whānau are looking for and where in your local area you can access these services.
Examples of Early Intervention Services (EIS) offered by the Ministry of Education (New Zealand)
Early intervention teachers (EITs)
Occupational therapists
Speech and language therapists/pathologists
Psychologists
Kaitakawaenga (Māori cultural advisors)
What is Early Intensive Behavioural Intervention (EIBI)?
Though very similar in name, Early Intensive Behavioural Intervention (EIBI) differs from what is outlined as EIS above. EIBI is a therapeutic intervention for autistic children that helps them to overcome learning and behavioural barriers. EIBI is based on Applied Behaviour Analysis (ABA) and addresses developmental areas such as:
Language and communication
Play skills
Social skills
Personal independence/self-help skills
Cognitive and academic skills
What should good EIBI look like?
EIBI is a play-based therapy that focuses on supporting your child to reach their maximum potential, whilst continuing to celebrate who your child is as an individual and not change what makes them unique. EIBI maximises child successes and breaks down barriers to learning by breaking goals or skills down into small, teachable steps. Learning opportunities are embedded throughout the fun and engaging sessions to ensure your child is motivated to participate in the learning process. Engaging with toys and other preferred items is the most beneficial way your child learns.
Play is not only fun and engaging for children, but is also conducive to children exploring and learning about the world around them. This learning leads to the development of social and communication skills as well as cognitive skills such as problem-solving, discrimination, creativity and much, much more. Early intervention allows professionals working with your child to capitalise on their motivation and interests, to facilitate the learning of skills that your child may be showing difficulties with.
Good EIBI should be whānau-focussed and tailored to your specific goals surrounding your child’s development. The goals and strategies of an EIBI programme can also continue outside of therapy sessions. In fact, research shows that parent/caregiver training and involving whānau in a child’s learning journey is a key component of EIBI. Therapy goals and strategies can be carried through so that early intervention goals are a fundamental part of your child’s everyday routine. Whānau involvement allows for the greatest number of learning opportunities for your child, which in turn allows for maximal progress.
What does the research say?
Years of research has shown EIBI to be the most effective approach to supporting learning and development for tamariki who have or are showing signs of ASD. Early intervention has been proven to yield success in educational progression and academic achievement, reducing behavioural barriers, the formation of strong social bonds and physical health. Our multidisciplinary model is based on the principles of EIBI. You can read more about our multidisciplinary model here.
Early brain development
Scientific research has shown that the early experiences children go through during their first few years of life are critical to brain development. During these first few years a child’s neural circuits in their brain are more flexible or “plastic”, which means their ability to take in new information and learn is at an all-time high. Therefore, if your child is showing signs of developmental delays, the earlier you can commence EIBI services the better, because at this age their developing brain is capable of such large changes.
Positive experiences
Research has demonstrated that children who have childhoods enriched with positive early experiences have greater cognitive capabilities. Early intervention for children with developmental delays further enhances these positive early experiences by building a safe, supportive, educational environment where children can learn through play. By reinforcing these positive early experiences through early intervention you are addressing your child’s developmental concerns and pursuing a path that offers the greatest potential for developmental improvements.
How many hours?
The research strongly suggests that in order to see the full benefits of EIBI, your child may initially need a minimum of 20 hours a week of therapy. Research suggests that children who start EIBI services at a younger age, typically require EIBI services for a shorter period of time. Currently, this large number of early intervention hours is not funded by the MoE in New Zealand which is why many families turn to private services for help. At Acorn we ask our clients to commit to at least 4 hours a week of therapy, which we believe is the minimum weekly requirement to see early intervention benefits for your child.
At Acorn our practice is guided by the research and we therefore believe that early intervention is the best approach to support neurodiverse children.
Please always feel free to contact us at Acorn if you have any questions and/or have an interest in our services, we would be more than happy to welcome you into our Acorn whānau.