I’ve just been hearing some discussion at http://www.beyondconsequences.com/aggression/audio.html. In this audio presentation, preparatory to a weekend conference for adoptive parents concerned about aggressive children, Heather Forbes and Ronald Federici spoke of methods that involve physical restraint as a way to reduce child violence. It wasn’t clear exactly what methods were to be used, but presumably they resemble the ones talked about in Federici’s book.
Much has been said about physical restraint in a prone position and other aspects of Federici’s methods. I don’t plan to talk about those criticisms here. What I’m concerned about is terminology and what might be called “definition creep”. I’m especially concerned about the use of the term “Floor Time”.
In the audio presentation, Federici uses “Floor Time” to refer to physical restraint of a child lying on the floor. He also refers to Stanley Greenspan, the originator of the actual Floor Time approach. Whether Federici, who knows of Greenspan, also knows that the term Floor Time had been used for about 20 years to mean something quite different from physical restraint-- well, that I can’t tell. However, I hope this post will help readers differentiate between Floor Time as defined and practiced by the recently-deceased, much-admired child psychiatrist Stanley Greenspan, and the methods advocated by Federici. Incidentally, the term Floor Time is trademarked.
Floor Time (the TM kind developed by Greenspan) is an aspect of DIR-- Developmental, Individual Differences, Relationship-based therapy for autism and similar developmental disturbances. It’s not only a method, but a philosophy characterized by adult responsiveness to the child’s lead and the complete absence of coercion. Here is a description of the Floor Time method: http://www.icdl.com/dirFloortime/overview/documents/WhatFloortimeisandisnot.pdf.
Floor Time has been used for many years as a method for working with normal toddlers and preschoolers in child care and educational settings. It is an effective way to help anxious children communicate their fears and relax and play. Teachers trained in doing Floor Time learn to follow the child’s lead by accepting and encouraging whatever the child wants to deal with, rather than doing what is all too easy and trying to distract the child from themes that are “not nice” or too worrisome to the adult.
Parents can also do Floor Time by spending twenty minutes or half an hour not only “on the floor” (i.e.,at the child’s level) but carefully responding to the child’s ideas. This “following the child’s lead” does not mean getting bossed around by the child, and of course safety for people and property is a first rule. Instead, a parent who is following the child’s lead will accept a role to be played (“you be the fireman”) and will occasionally and cautiously make a suggestion that elaborates on the child’s thinking. Practice in Floor Time is enormously helpful to parents who don’t know how to play, or who get bored with the child, or who are concerned with their own dignity rather than with the developing relationship. Greenspan was known for his belief that emotional and intellectual abilities are deeply connected, and Floor Time is intended to support their intertwining development.
When you read about Floor Time or hear it mentioned, it might be a good idea to check whether the term is being used accurately or not. Not everything that happens on the floor is Floor Time! And I believe the idea that Floor Time is physical restraint would be shocking to Stanley Greenspan if he could know, to Gil Foley, and to other people involved with the Interdisciplinary Council on Developmental and Learning Disorders. I plan to pass my concern on to the latter.
Showing posts with label DIR. Show all posts
Showing posts with label DIR. Show all posts
Saturday, May 21, 2011
Tuesday, November 2, 2010
Autism Treatments: Science, CAM, or None of the Above?
There are plenty of non-evidence-based treatments aimed at ameliorating autism. Holding therapy was once used for this purpose, and may still be used by some practitioners. Chelation therapy is known to be not only ineffective but potentially harmful to the child. But what about the most famous treatment, Applied Behavior Analysis (ABA)? And what about the new treatment on the block, Developmental, Individual-difference, Relationship-based therapy (DIR), or Floor Time, based on the approach of the late Dr. Stanley Greenspan? ABA is often stated to be scientifically supported, even “proven”. DIR, on the other hand, has been included as a complementary and alternative treatment by Lisa Kurtz in her book Understanding controversial therapies for children with autism, attention deficit disorder, and other learning disabilities (Jessica Kingsley Publishers, 2007). The CAM designation generally means that a treatment lacks rigorous research support, and may indicate that the treatment is not plausible in terms of orthodox thinking about psychology or medicine.
ABA is based on behavioristic views of learning, which are well substantiated for both human and animal learning, and for all periods in the human lifespan. This treatment is related to operant conditioning, a method that involves reward or reinforcement of desired behaviors like talking, and the prevention of reinforcement of undesired behaviors like the autistic child’s tendency to flap hands or to become fascinated with objects. (At one time, ABA used punishment as well, but as this seemed ineffective it has been dropped from the method.) Operant conditioning is well-known to change behaviors effectively when the behavior chosen occurs from time to time and when a suitable reinforcer can be identified. It is less easy, but possible, for ABA to encourage a behavior which rarely or never occurs in the desired form; in order to do this, ABA specialists use a method called “shaping” in which they initially reinforce related behaviors (like making sounds with the mouth) and gradually limit reinforcement to the desired behavior (for instance, saying a word). ABA thus has a foundation that is plausible in terms of conventional understanding of human functioning.
There’s plenty of evidence that operant conditioning can alter behavior according to well-understood rules. But is there strong evidence that ABA successfully moves autistic children toward significantly more age-typical behavior? Some years ago, Morton Ann Gernsbacher discussed this issue in some detail (Gernsbacher, M.A.[2003]. Is one style of early behavioral treatment for autistic children “scientifically proven”? Journal of Developmental and Learning Disorders, 7, 19-25). In her article, Gernsbacher pointed out that the 1987 work of Ivar Lovaas, the developer of ABA, which reported a significant effect of the treatment, in fact failed to use a design that is needed for the highest category of research support for an intervention. Lovaas’ study did not assign participants randomly to an ABA treatment group or to another type of treatment. Instead, assignment to groups depended on the availability of a therapist, a method which brings in unknown confounding variables like the effect of holidays. The few similarly-designed, good-quality studies also had assignment to groups determined by practical factors rather than true random assignment. As a result, the strong effects those researchers reported need to be interpreted cautiously. A study in 2000 randomized participants, but reported much weaker positive effects than had come from the non-randomized studies (Smith, T., Groen,A.D., & Wynn, J.W. [2000]. Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal of Mental Retardation, 105, 269-285).
As a result of these facts, we can conclude that although it may be appropriate to say that ABA is the best-supported method for treatment of autism, it is not appropriate to speak of it as “scientifically proven” or even as evidence-based at the highest level. To the best of my knowledge, no adverse events attributable to ABA have been reported, so this treatment does not belong in the “potentially harmful” or “of concern” category.
What about DIR? Unlike ABA, DIR is not based primarily on principles derived from empirical research, but instead has its foundations in a theory derived by Stanley Greenspan from a variety of sources: psychoanalysis, Piagetian theory of learning, the sensory integration theory of Jean Ayres, and studies of language development. DIR emphasizes an essential connection between emotional development and motivation to communicate with other people, and the capacity for language, thought, and problem-solving. This method focuses on the normal sequence of developmental change, on the formation of social relationships, and on individual differences between children. DIR is thus plausible in terms of commonly accepted ideas about developmental change, although its greater complexity of sources makes it less likely to have the type of support that is foundational for the simpler ABA approach.
Like practitioners of many other treatments for young children, DIR advocates have done little so far to test the efficacy of their preferred intervention. Devin Casenhiser, a psycholinguist in Toronto, has been carrying out a randomized trial study of DIR, but has apparently not yet published it. A number of doctoral dissertations have examined various effects of DIR, including attitudes of parents and of teachers about its use, but have not systematically investigated child outcomes.
It would be impossible to conclude that DIR is evidence-based when so little has been done to examine the outcomes of the treatment. As usual, however, we have no way of knowing whether there are unpublished studies with negative results, or even with the conclusion that DIR had a worse effect than another treatment used as a comparison. Like ABA, DIR appears to have been without reported adverse events.
Should we, then, agree with Lisa Kurtz and describe DIR as a complementary and alternative treatment? I confess that I was shocked to see this classification, as so much of the background of the treatment is highly plausible and conventional in nature. I would see DIR as an little-examined intervention of a conventional type-- a genuinely “experimental” treatment-- as opposed to CAM treatments that are not only without a basis in evidence, but are implausible and incongruent with existing information about development. It may be that plausibility is as important as empirical evidence in determining whether a treatment belongs to the CAM group, but in many ways plausibility is more difficult to determine than evidence, as it requires close examination of the premises and reasoning foundational to a treatment, rather than the simpler analysis of research designs and statistics.
It seems that neither statement about these methods for treating autism is clearly substantiated. ABA has much weaker scientific support than is often claimed. DIR, which makes few claims for research support, may not be correctly designated as complementary and alternative in nature, but I wish DIR proponents would comment on the inclusion of their method in the Kurtz book. I’d like to know whether they too accept the CAM categorization.
ABA is based on behavioristic views of learning, which are well substantiated for both human and animal learning, and for all periods in the human lifespan. This treatment is related to operant conditioning, a method that involves reward or reinforcement of desired behaviors like talking, and the prevention of reinforcement of undesired behaviors like the autistic child’s tendency to flap hands or to become fascinated with objects. (At one time, ABA used punishment as well, but as this seemed ineffective it has been dropped from the method.) Operant conditioning is well-known to change behaviors effectively when the behavior chosen occurs from time to time and when a suitable reinforcer can be identified. It is less easy, but possible, for ABA to encourage a behavior which rarely or never occurs in the desired form; in order to do this, ABA specialists use a method called “shaping” in which they initially reinforce related behaviors (like making sounds with the mouth) and gradually limit reinforcement to the desired behavior (for instance, saying a word). ABA thus has a foundation that is plausible in terms of conventional understanding of human functioning.
There’s plenty of evidence that operant conditioning can alter behavior according to well-understood rules. But is there strong evidence that ABA successfully moves autistic children toward significantly more age-typical behavior? Some years ago, Morton Ann Gernsbacher discussed this issue in some detail (Gernsbacher, M.A.[2003]. Is one style of early behavioral treatment for autistic children “scientifically proven”? Journal of Developmental and Learning Disorders, 7, 19-25). In her article, Gernsbacher pointed out that the 1987 work of Ivar Lovaas, the developer of ABA, which reported a significant effect of the treatment, in fact failed to use a design that is needed for the highest category of research support for an intervention. Lovaas’ study did not assign participants randomly to an ABA treatment group or to another type of treatment. Instead, assignment to groups depended on the availability of a therapist, a method which brings in unknown confounding variables like the effect of holidays. The few similarly-designed, good-quality studies also had assignment to groups determined by practical factors rather than true random assignment. As a result, the strong effects those researchers reported need to be interpreted cautiously. A study in 2000 randomized participants, but reported much weaker positive effects than had come from the non-randomized studies (Smith, T., Groen,A.D., & Wynn, J.W. [2000]. Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal of Mental Retardation, 105, 269-285).
As a result of these facts, we can conclude that although it may be appropriate to say that ABA is the best-supported method for treatment of autism, it is not appropriate to speak of it as “scientifically proven” or even as evidence-based at the highest level. To the best of my knowledge, no adverse events attributable to ABA have been reported, so this treatment does not belong in the “potentially harmful” or “of concern” category.
What about DIR? Unlike ABA, DIR is not based primarily on principles derived from empirical research, but instead has its foundations in a theory derived by Stanley Greenspan from a variety of sources: psychoanalysis, Piagetian theory of learning, the sensory integration theory of Jean Ayres, and studies of language development. DIR emphasizes an essential connection between emotional development and motivation to communicate with other people, and the capacity for language, thought, and problem-solving. This method focuses on the normal sequence of developmental change, on the formation of social relationships, and on individual differences between children. DIR is thus plausible in terms of commonly accepted ideas about developmental change, although its greater complexity of sources makes it less likely to have the type of support that is foundational for the simpler ABA approach.
Like practitioners of many other treatments for young children, DIR advocates have done little so far to test the efficacy of their preferred intervention. Devin Casenhiser, a psycholinguist in Toronto, has been carrying out a randomized trial study of DIR, but has apparently not yet published it. A number of doctoral dissertations have examined various effects of DIR, including attitudes of parents and of teachers about its use, but have not systematically investigated child outcomes.
It would be impossible to conclude that DIR is evidence-based when so little has been done to examine the outcomes of the treatment. As usual, however, we have no way of knowing whether there are unpublished studies with negative results, or even with the conclusion that DIR had a worse effect than another treatment used as a comparison. Like ABA, DIR appears to have been without reported adverse events.
Should we, then, agree with Lisa Kurtz and describe DIR as a complementary and alternative treatment? I confess that I was shocked to see this classification, as so much of the background of the treatment is highly plausible and conventional in nature. I would see DIR as an little-examined intervention of a conventional type-- a genuinely “experimental” treatment-- as opposed to CAM treatments that are not only without a basis in evidence, but are implausible and incongruent with existing information about development. It may be that plausibility is as important as empirical evidence in determining whether a treatment belongs to the CAM group, but in many ways plausibility is more difficult to determine than evidence, as it requires close examination of the premises and reasoning foundational to a treatment, rather than the simpler analysis of research designs and statistics.
It seems that neither statement about these methods for treating autism is clearly substantiated. ABA has much weaker scientific support than is often claimed. DIR, which makes few claims for research support, may not be correctly designated as complementary and alternative in nature, but I wish DIR proponents would comment on the inclusion of their method in the Kurtz book. I’d like to know whether they too accept the CAM categorization.
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