Excerpts from:
AUTISM SPECTRUM DISORDER WORKGROUP
CLASSIFICATION OF INTERVENTIONS FOR YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER *
January 2007
Provided by Dr. Richard Solomon (P.L.A.Y. Project)
Early Intensive Behavioral Intervention (EIBI)
Comprehensive behavioral programming that aims to improve socially important behavior by using interventions that are based upon principles of learning theory (i.e., Applied Behavior Analysis) and that have been evaluated in experiments using reliable and objective measurement. EIBI methods are intended to increase behaviors (e.g. on-task behaviors, social interactions) teach new skills (e.g., life skills, communication skills, or social skills), maintain existing behaviors, generalize or transfer behavior across situations or responses, and to restrict or narrow conditions under which interfering behaviors occur and reduce interfering behaviors. (e.g., self injury or stereotypy). Individual curricula and teaching approaches may vary but commonly used approaches include the UCLA model (Discrete Trial Training, Applied Behavior Analysis) and Applied Verbal Behavior (VB).
http://www.behavior.org/autism/index.cfm?page=http%3A//
http://www.cofeat.org/data/201/documents/ParentsPacket2005January.pdf
Learning experiences: An Alternative Program for Preschoolers and Parents (LEAP)
LEAP was originally established as a federal demonstration program in 1982 at the University of Colorado School of Education. LEAP includes a Preschool component and a behavioral skill-training program for parents. The Preschool curriculum provides opportunities for learning related to social, emotional, language, adaptive behavior, cognitive, and physical development. The preschool setting includes typically developing children and peers with autism. This program has been shown to be effective for students with and without disabilities. The research suggests that this program produces improvements in social and language skills.
Pivotal Response Training (PRT)
PRT is a behavioral treatment intervention based on the principles of applied behavior analysis (ABA). Researchers have identified two pivotal behaviors that affect a wide range of behaviors in children with autism: motivation and responsivity to multiple cues. These behaviors are central to a wide area of functioning, so positive changes in these behaviors should have widespread effects on other behaviors. Thus PRT is able to increase the generalization of new skills while increasing the motivation of children to perform. PRT works to increase attempts and interspersing maintenance tasks. PRT has been used to target language skills, play skills and social behaviors in children with autism.
http://psy.ucsd.edu/autism/prttraining.html
http://www.dbpeds.org/articles/index.cfm
Positive Behavior Supports (PBS)
Positive behavior support (PBS) is the application of behavior analysis in the assessment and reengineering of environments so people with challenging behaviors: Experience reductions in their problem behaviors; learn how to replace inappropriate behaviors with acceptable appropriate behaviors; and increase social, personal, and professional qualities in their lives.
PBS emphasizes the development and implementation of individually tailored support plans that focus on proactive and educative approaches.
The PBS process involves engineering the environment to prevent problems from occurring; teaching individually acceptable alternative behaviors to replace problem behaviors; and consistently providing for positive consequences that encourage appropriate behavior outcomes over time.
Pyramid Approach: includes using Picture Exchange Communication System (PECS)
One of the methods used under an ABA approach, PECS uses pictures and other symbols to develop a functional communication system. PECS teaches students to exchange a picture of a desired item for the actual items (e.g., requisting). The application of ABA methods to teach PECS is an appropriate intervention for children with ASD who have limited or no communication skills. To increase the utility of this intervention, an important area for future research is to investigate PECS procedures for promoting initiation of communication and acquisition of complex, flexible language.
http://www.pecs.com/
Hanen Program/More Than Words
Integrates more traditional behavioral approaches with developmental, social-pragmatic approaches into a single program.
Does not replace the need for an intensive intervention program, rather it provides parents with practical tools for facilitating social and communication skills in their young child with ASD; parent training is considered an effective practice for early intervention.
Parents are extensively involved in their child’s intervention program, which can be more appropriate and effective, and less expensive than direct speech/language therapy for very young children.
Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH)
The foundation of this structured teaching intervention is the modification of the environment to assist the child in the learning process. The focus of this intervention is on organizing the child’s physical environment to facilitate overall task success, capitalizing on visual strengths typically displayed by students with ASD and minimizing reliance on auditory processing/verbal expression. Visual schedules are used to describe sequence of activities, work systems are used to teach students to work independently and task organization provides information regarding how to perform task.
http://www.teacch.com/
Denver Model
Denver Model is a developmentally oriented approach for preschool age children. Focus of intervention is on intensive teaching and developing social-communicative skills. Provided in home setting, inclusive preschool programs & in one-to-one direct instruction. The skills to be targeted are determined by the family in collaboration with the intervention team.
Developmental, Individual difference, Relationship based (DIR) Including Floortime, Play Project & Responsive Teaching
Social Pragmatic Interventions (SPI). Focus on reciprocal, contingent interactions. Play-based, child led and structured by developmental level of child.
Well-structured parent training approaches. Manual includes extensive training materials.
P.L.A.Y. Project
http://www.playproject.org/
ECO/Communication Partners
Emphasizes importance of parent education and involvement – parent child interactions are viewed as the primary opportunity for teaching young children to talk.
Aims to prevent speech and language delays by treating infants and preverbal children to ensure healthy development of socialization and communication.
Focuses on social-pragmatic language skills rather than simply building the size of the child’s vocabulary.
Targets children who are considered to be at high risk for speech and language problems.
http://jamesdmacdonald.org/Articles/MacDonaldStart.html
Gentle Teaching
Gentle Teaching is a philosophical approach that addresses how caregivers interact with individuals with disabilities. This approach can be used with persons of all ages and with various disabilities. The focus of Gentle Teaching is to create a bond between the person with a disability and their caregiver as a means to promote positive changes. This method is opposed to the use of punishment and physical restraint.
http://www.gentleteaching.nl/
Music Therapy
Refers to the application of music with the intent to enhance functioning. It consists of using music therapeutically to address behavioral, social, psychological, communicative, physical, sensory-motor, and/or cognitive functioning. The music therapist involves clients in sensing, listening, moving, playing instruments, and creative activities in a systematic, prescribed manner to influence change in targeted responses or behaviors and help clients meet individual goals and objectives. Musical activities may also be highly preferred for an individual with autism (e.g., listening to music, dancing, playing an instrument). Access to such activities may be used as a reward; this is different from music therapy, in which the musical activities themselves are viewed as therapeutic.
http://www.musictherapy.org/
http://www.autism.org/music.html
Prompt
Seeks to understand sensory-motor systems and how these systems function in typical and delayed/disordered child development.
PROMPT therapists do not use oral-motor exercises, speech drills, or traditional speech development hierarchy.
PROMPT therapists do utilize tactile-kinesthetic information to improve motor control, and facilitate the development of functional cognitive, social, and communication skills.
PROMPT provides treatment individualized to each person’s specific needs.
http://www.promptinstitute.com/
Relationship Development Intervention
Relationship Development Intervention is an ongoing program of clinical development and research begun in 1996. The primary goal of RDI is to remediate the recognized core deficits of ASD. RDI provides individuals with ASD the cognitive, emotional, communicative and social tools that are geared towards remediation rather than compensation. Recognized deficits of individuals with ASD include emotional referencing, social co-regulation, experienced based communication, autobiographical or episodic memory, executive functioning and dynamic thinking. RDI is a family centered treatment program that prepares parents to act as ‘participant guides’, creating daily opportunities to remediate the developmental deficits of ASD. The provider undergoes an eighteen month internship in the program in order to become certified.
http://www.rdiconnect.com/
Sensory Integration (SI) Therapy
SI refers to how an individual’s nervous system, including the five senses of pain, vision, taste, smell and hearing, receives and organizes input from the body and the environment. SI therapy was developed based on the belief that some individuals with disabilities experience dysfunction in their nervous systems capacity to organize sensory input and, as a result, their responses to sensory input are non-adaptive. SI therapy seeks to restructure the way the nervous system responds to input so the child can better make sense of the world around them and, consequently, increase their adaptive responses. SI therapy programs are highly individualized. However, generally the therapy is focused on correcting deficits in the proprioceptive (muscles and joints), vestibular (gravity) or tactile (touch) sensory systems. Activities used to address these deficits include the use of weighted vests or blankets, swings, jumping on trampolines and deep brushing.
http://www.autism.org/temple/visual.html
Social Communication Emotional Regulation Transactional Supports (SCERTS)
Early identification and intervention that targets children who are developmentally from 8 months to 10 years of age. Multidisciplinary team collaboration, ongoing staff training, professional development, and administrative support. Adherence to all components of the SCERTS model with a sequential, logical procession from assessment to educational programming and less complex to more complex goals. Child-and family-centered approach with emphasis on family involvement and support. Transactional Supports should be implemented in a variety of settings (home, school, and community) to address Social Communication and Emotional Regulation objectives and promote generalization of learning within natural contexts. Promotes learning opportunities in inclusive settings. Promotes learning opportunities in inclusive setting. Supports low child to adult ration (2:1 for many or most children with ASD).
http://www.scerts.com/
Facilitated Communication
Facilitated Communication (FC) is an augmentative communication method that uses a facilitator as a physical support to aide the child in communication through pointing, writing or typing. The facilitator helps the child to isolate the index finger and to stabilize the hand, wrist, forearm or arm during typing. The facilitator also helps the child maintain focus on the process by encouraging the child to remain on task and redirecting the child back to task.
No comments:
Post a Comment