Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1698058098854.pdf (Liberia)
ABA IN THE NETHERLANDS 16.05.2013 Dr. Jacqueline J. Schenk School of Pedagogical & Educational Sciences Erasmus University Rotterdam The Netherlands Outline 1.

Prevalence in the NL 2.

After the diagnosis 3.

ABA-based services in the NL 4.

Recent developments 5.

Current status 6.

ABA training and education in the NL 7.

Conclusions 1.Diagnosis of Autism Why this increase?
• Early diagnosis and screening • More (scientific) knowledge of predictors and early warning signals • Worldwide • Boys 1:54 / Girls 1:252 • The Netherlands: 1:100 on average..

The Netherlands Diagnosed autism is more common in an IT-rich region, such as Eindhoven (Philips, ASML, IBM and ATOS Origin) Roelfsema et al.

(2011) J Autism Dev Disord 2.

After the diagnosis…..in the NL ?

?

2.


After the diagnosis • Bereavement groups • Psycho-education • Parent groups for support • Lack of training and education results in • Often inappropriate professional advice regarding effective behavioural interventions 2.
After the diagnosis • Changes in education policy (inclusive education, regular education and special education) increasing no of children with autism in regular classes • Teachers not equipped • Budget cuts • Waiting lists • > 3000 children not going to school (home tuition) • Increase in ABA home/center based training (early childhood) 3.

ABA-based services in the NL: A review Neidt, E. & Schenk, J.

(2012) Wetenschappelijk Tijdschrift voor Autisme.


• DTT (Discrete Trial Training) • PRT (Pivotal Response Treatment) • • Verbal Behavioural Intervention • TEACCH (Treatment and Education of Autistic and Sonrise Handicapped Children) • CGT (Cognitive Behavioural Therapy) • PECS (Picture Exchange Communication System) • Bits and pieces from all of the above In reality?

 All had the same mission (i.e.


optimal development)  Similar in 1:1 training, all private, all working many hours, all working in isolation  Huge differences in structural characteristics  Huge differences in procedural characteristics  Educational background of staff  Supervision and IRR procedures  No of staff working with each child  No of children attending the service (range 1-75, av.
20)  Criteria for mastery  Parental involvement (Neidt & Schenk, Wetenschappelijk Tijdschrift voor Autisme, June 2012) 4.

Recent developments • (2014) changes in education policy • Teachers increasingly need training to manage challenging behaviours in class • Parents increasingly demand for ABA • Increasing number of organisations offering ABA services 5.

Current status Compared to many other countries in Europe, we are very behind Evidence-based practice Practice-based evidence 6.
Education & training in NL 8 Dutch universities 8/8 offering Psychology, Pedagogical and/or Educational sciences at BA and MSc level 0/8 offering ABA training 6.

Education & training in NL • Simple Steps in Dutch !-> Parental testimonies, animations, demonstrations, and textural material to teach ABA principles to Dutch parents, professionals, students etc.
• Maximises learning opportunities for children with autism • Enables parents to become proficient in delivering home programs for their children • Facilitates the coordination of child learning opportunities at home and school 7.
Conclusions… • Hardworking professionals and parents • • • of children with autism, but… Eclectic use of early behavioural ABA-based interventions Lack of professional academic training and ABA consultancy opportunities Lack of funding despite the conclusion by Ministry of health (Gezondheidsraad, 2009) about its effectiveness and need for evidence- based practice THANK YOU!

schenk@fsw.eur.nl