IBI Team Model

A typical IBI team consists of a Program Manager, an Applied Behaviour Analysis (ABA) Consultant, a Clinical Supervisor, a Senior Therapist, a Lead/Primary Therapist and Instructor Therapists. Each of these professionals have different job descriptions, and offer unique skills and abilities that are useful in giving support to a child with ASD in addition to their family. Perry (2004), outlines a theoretical model for understanding stress which essentially includes four main components: stressors, resources, supports and outcomes. This model has been put together using a variety of literature resources, in order for professionals to understand and apply this theory to their occupation. This model can help us better understand as professionals what a family may be experiencing, and how we can be empathetic to these situations, and hopefully assist in a positive experience and outcome. This article relates to the work of an IBI team because it gives the members an outline of what stress may be and how it may be exhibited differently or affected by different factors across different families. In general, this theory is beneficial for professionals to consider, as they will be in regular contact with the families while working collaboratively. Additionally, it is important for the IBI team and the family/parents of the child with ASD to work together and communicate as a whole, as family stressors or changes in family systems may affect the intervention of the child. More specifically, the stressors (child characteristics and other life stressors) are variables that an Instructor Therapist (IT) or an IBI team member must take into consideration when implementing a plan and monitoring a child’s progress. When implementing a plan, it may be possible for the IT to target specific behaviours in order to increase or reduce this behaviour, depending on what is desired, which could decrease the stress level of a parent. For example, if the child’s dependency is high on the parent for daily activities (toileting, eating, getting dressed, etc.) this may cause high levels of stress. In order to assist with this, the IT may target …show more content…
This deals with personalities of the family members, as well as their beliefs and strategies to cope. An IBI team member must be aware of all these things in order to successfully build a professional relationship with the child being treated and their family members. It is important to respect the family and be sensitive to their cultural values and beliefs. A relationship where these things do not exist will not be successful. An individual’s family system resources also play a part in the final outcomes of their treatment. The IBI team must consider the family’s socioeconomic status when planning an intervention as some things, such as money to pay for these sessions may be limited and can affect the overall …show more content…
It discusses the variables that the team must take into consideration when devising a treatment plan, as well as the types of things to keep in mind for a successful professional relationship. The stressors, resources and supports may also impact the way in which a treatment plan can be carried out and the child’s progress, whether positively or negatively. This article provided a framework for professionals in the autism field to consider and be aware of the effects that stress can have on a family. Hopefully, with a theory such as this, IBI teams can more successfully lead the child to progress and lessen the stress on the