Monday, May 16, 2011
Fever during pregnancy, diabetes and obesity may raise autism risk - USATODAY.com
Fever during pregnancy, diabetes and obesity may raise autism risk - USATODAY.com: "giving birth by Cesarean section isn't associated with autism in offspring, but having diabetes or high blood pressure or being obese while pregnant seems to be."
Friday, May 6, 2011
Autism: Children conceived in winter are up to 16% more likely to be autistic | Mail Online
Autism: Children conceived in winter are up to 16% more likely to be autistic Mail Online: "Women who carefully plan their conceptions to avoid being heavily pregnant when the weather is at its hottest now have an extra reason to start trying for a baby in the summer."
Friday, April 22, 2011
Autism Intervention:General Research, Models, Moduals, Packages, & Information: Free PowerPoint
Download the file below. While playing the PowerPoint, depress the space bar if you wish to skip the animations.
http://www.mediafire.com/?aha7j577asw590o
http://www.mediafire.com/?aha7j577asw590o
Tuesday, April 19, 2011
Behaviorism and ABA a Free PowerPoint
Download the file below. While playing the PowerPoint, depress the space bar if you wish to skip the animations.
Feel free to share with others; but please keep the reference to this blog at the end.
Please ask questions, make comments, and suggestions here.
http://www.childdevelopment.me.uk/Behaviorism___ABA.html
Feel free to share with others; but please keep the reference to this blog at the end.
Please ask questions, make comments, and suggestions here.
http://www.childdevelopment.me.uk/Behaviorism___ABA.html
Tuesday, March 22, 2011
Tobacco, Drugs, Alcohol, and Parenting
Everyone knows, or should know that Tobacco, Alcohol, and other Drugs simply don’t mix with pregnancy. There can be adverse affects on the fetus as well as the mothers when any of these substances are consumed while pregnant. The actual affect varies not only with the amount consumed; but by the timing as well. For example: a small amount of alcohol can have a larger, more negative effect on the unborn child at one stage of the pregnancy than a little more alcohol would at another.
What many people do not know, is the negative effect these substances have both on parenting and the health and wellbeing of the child.
Generally people understand that these substances are not healthy for children; however, there are a number of reasons they are especially (“especially” because they are toxic for adults as well) toxic for children and teens. Young people’s bodies and BRAINS are still forming into young adulthood. Toxic substances have a lifelong negative effect on the bodies and brains of children, adolescents, and young adults.
Some substances (such as Meth) and substance abuse in general is absolutely and completely incompatible with even adequate parenting. Not only does it have an impact on the eventual use of the substance by the child; but seriously and negatively effects employment, school work, socialization, citizenship, morality…and the list goes on and on.
Supplemental Research Material
Parenting and Alcohol
Parenting and Drugs
Parenting and Tobacco
Pregnancy and Tobacco
Pregnancy and Alcohol
Pregnancy and Drugs
Fetal Alcohol Syndrome
Prenatal Alcohol Exposure and the Brain
Visualizing Addiction - Neuroscientists Show Kids Effects of Drugs on Brain
Mums who drink in pregnancy have unruly kids
What many people do not know, is the negative effect these substances have both on parenting and the health and wellbeing of the child.
Generally people understand that these substances are not healthy for children; however, there are a number of reasons they are especially (“especially” because they are toxic for adults as well) toxic for children and teens. Young people’s bodies and BRAINS are still forming into young adulthood. Toxic substances have a lifelong negative effect on the bodies and brains of children, adolescents, and young adults.
Some substances (such as Meth) and substance abuse in general is absolutely and completely incompatible with even adequate parenting. Not only does it have an impact on the eventual use of the substance by the child; but seriously and negatively effects employment, school work, socialization, citizenship, morality…and the list goes on and on.
Supplemental Research Material
Parenting and Alcohol
Parenting and Drugs
Parenting and Tobacco
Pregnancy and Tobacco
Pregnancy and Alcohol
Pregnancy and Drugs
Fetal Alcohol Syndrome
Prenatal Alcohol Exposure and the Brain
Visualizing Addiction - Neuroscientists Show Kids Effects of Drugs on Brain
Mums who drink in pregnancy have unruly kids
Monday, March 21, 2011
Low Cost Treatment for Autism
It should never be a matter of just LOW COST treatment for autism; but what is evidence based and what is effective.
There are three elements of effective low cost intervention for autism. You’ll find information about these throughout this site.
It will include:
Parental/caregiver involvement
Consultant/Coach
Evidence based interventions according to the individualized needs of the child
There are three elements of effective low cost intervention for autism. You’ll find information about these throughout this site.
It will include:
Parental/caregiver involvement
Consultant/Coach
Evidence based interventions according to the individualized needs of the child
A brain protein 'linked to autism'
A brain protein 'linked to autism': "“A single protein may trigger autistic spectrum disorders,”, BBC News has reported. According to the news, when mice were bred to lack a protein called Shank3, which normally aids the transfer of signals between brain cells, they showed classic autism-like behaviours, including social problems and repetitive behaviours."
Thursday, March 3, 2011
Behaviorism: What it is and what it isn’t.
A few years ago a relative of mine made what s/he believed to be an authoritative statement. ‘Behaviorism doesn’t work. (So and so) didn’t respond as predicted.’ That thought may be common for many; however, it is a representation of a lack of understanding of what behaviorism is and is not.
When I was young, there was a magazine which I read regularly and which contained true, short, humorous, stories.
The one story I remember best was about a young boy sitting next to his father in church listening to a lengthy and, at least for the boy, incredibly boring sermon. After what seemed to the boy like an interminable amount of time, the boy turned to his father, rather loudly and pleaded, “Dad, please take me out and spank me!”
That one story, for me, encapsulates what is most misunderstood about behaviorism by both professionals and the general public.
The basic concepts of reward (reinforcement) and punishment, antecedents (to include setting events) are absolutely individual. You simply cannot treat everyone the same and expect to get the same results. If someone was to make a meal for you, you may prefer steak to monkey brain, and may respond differently to the one offering than the other. You may also react differently to steak, even if it’s the best steak in the world and you absolutely LOVE steak, if you’ve been eating it every night for a month and have already had it twice today. There are technical terms for these concepts; but that’s not what’s important here. I often talk about how objectives must be individualized, it is the same for the plan as a whole and it is absolutely the same for altering antecedents, rewards and punishments.
Simply: think about it this way:
Behavior is anything a person does. If you are alive, you are always behaving in some way or another.
An Antecedent is anything which occurs before a behavior, it can be internal (within the individual like hunger, fatigue, or a renal infection, etc.) or external (cold, heat, bright lights, yelling, etc.)
A reward is anything which increases the chances that a particular behavior will reoccur. (By now, you should understand that this is individualized and changes)
A punishment is anything which decreases the chances that a particular behavior will reoccur. (This also changes over time and is individually different). In the case of the little boy, the spanking was not a punishment for speaking loudly in church. It was a relief. One of the techniques used by the US government for enhanced interrogations was repeated and loud “Barney” music. I can almost imagine someone pleading, please, water-board me, just no more of that stinkin purple dinosaur! On the other hand, my grandson would be just fine with repeated loud Barney music… for I have no idea how long…because I can’t stand it for long at all and have to put an end to it if I’m in the room (the Sponge Bob laugh fits into the same category). My intention is not to make light of enhanced interrogations; but to demonstrate how individual punishment can be.
The next essential concept to understand is natural reinforcement (reward). This is simply receiving what you would normally receive for doing the behavior. For example, if a child asks their parent for a hug, my hope is that they would typically receive a hug. If someone pops popcorn, unless they are doing it for someone else, they would typically get to eat it. Unfortunately this simple concept is lost on many so called professionals.
So where does Behaviorism come from?
Behaviorism as we know it today gets its beginning from people like BF Skinner < http://en.wikipedia.org/wiki/B.F._Skinner >, John Watson < http://en.wikipedia.org/wiki/John_B._Watson >, and even Ivan Pavlov < http://en.wikipedia.org/wiki/Ivan_Pavlov > (classical conditioning) who was famous for his experiments with salivating dogs. The basic concepts of behaviorism though are many thousands of years old and can be found in our earliest writings from Greek philosophers to early government and religious writings. In a nutshell it includes any change (based upon scientific observation and repeated experimentation) to environment, antecedents, rewards, punishments, and activities, for the purpose of changing behaviors or skills.
ABA
From behaviorism and the initial research of Ivar Lovaas < http://en.wikipedia.org/wiki/Ole_Ivar_Lovaas > (and many others) we get Applied Behavioral Analysis < http://en.wikipedia.org/wiki/Applied_behavior_analysis > ABA has application, in work with children, adults, and animals. It is not only used with children and adults with disabilities or behavioral problems; but also: in the family, school, organizations, and even the corporate world through negotiations, competition, employee programs, and advertising. Government uses it to adjust/manipulate the behavior of its citizens and military. ABA is NOT just working with young children with autism.
As is implied in its name, ABA requires a scientific analysis of behavior. When working with individuals with disabilities or behavioral problems, it requires an ongoing individualized analysis of behavior.
What is EIBI or Early Intensive Behavioral Intervention for Children with Autism Spectrum Disorders?
EIBI is the application of ABA for young children with autism. It is a very specific, though individualized intervention.
When I was young, there was a magazine which I read regularly and which contained true, short, humorous, stories.
The one story I remember best was about a young boy sitting next to his father in church listening to a lengthy and, at least for the boy, incredibly boring sermon. After what seemed to the boy like an interminable amount of time, the boy turned to his father, rather loudly and pleaded, “Dad, please take me out and spank me!”
That one story, for me, encapsulates what is most misunderstood about behaviorism by both professionals and the general public.
The basic concepts of reward (reinforcement) and punishment, antecedents (to include setting events) are absolutely individual. You simply cannot treat everyone the same and expect to get the same results. If someone was to make a meal for you, you may prefer steak to monkey brain, and may respond differently to the one offering than the other. You may also react differently to steak, even if it’s the best steak in the world and you absolutely LOVE steak, if you’ve been eating it every night for a month and have already had it twice today. There are technical terms for these concepts; but that’s not what’s important here. I often talk about how objectives must be individualized, it is the same for the plan as a whole and it is absolutely the same for altering antecedents, rewards and punishments.
Simply: think about it this way:
Behavior is anything a person does. If you are alive, you are always behaving in some way or another.
An Antecedent is anything which occurs before a behavior, it can be internal (within the individual like hunger, fatigue, or a renal infection, etc.) or external (cold, heat, bright lights, yelling, etc.)
A reward is anything which increases the chances that a particular behavior will reoccur. (By now, you should understand that this is individualized and changes)
A punishment is anything which decreases the chances that a particular behavior will reoccur. (This also changes over time and is individually different). In the case of the little boy, the spanking was not a punishment for speaking loudly in church. It was a relief. One of the techniques used by the US government for enhanced interrogations was repeated and loud “Barney” music. I can almost imagine someone pleading, please, water-board me, just no more of that stinkin purple dinosaur! On the other hand, my grandson would be just fine with repeated loud Barney music… for I have no idea how long…because I can’t stand it for long at all and have to put an end to it if I’m in the room (the Sponge Bob laugh fits into the same category). My intention is not to make light of enhanced interrogations; but to demonstrate how individual punishment can be.
The next essential concept to understand is natural reinforcement (reward). This is simply receiving what you would normally receive for doing the behavior. For example, if a child asks their parent for a hug, my hope is that they would typically receive a hug. If someone pops popcorn, unless they are doing it for someone else, they would typically get to eat it. Unfortunately this simple concept is lost on many so called professionals.
So where does Behaviorism come from?
Behaviorism as we know it today gets its beginning from people like BF Skinner < http://en.wikipedia.org/wiki/B.F._Skinner >, John Watson < http://en.wikipedia.org/wiki/John_B._Watson >, and even Ivan Pavlov < http://en.wikipedia.org/wiki/Ivan_Pavlov > (classical conditioning) who was famous for his experiments with salivating dogs. The basic concepts of behaviorism though are many thousands of years old and can be found in our earliest writings from Greek philosophers to early government and religious writings. In a nutshell it includes any change (based upon scientific observation and repeated experimentation) to environment, antecedents, rewards, punishments, and activities, for the purpose of changing behaviors or skills.
ABA
From behaviorism and the initial research of Ivar Lovaas < http://en.wikipedia.org/wiki/Ole_Ivar_Lovaas > (and many others) we get Applied Behavioral Analysis < http://en.wikipedia.org/wiki/Applied_behavior_analysis > ABA has application, in work with children, adults, and animals. It is not only used with children and adults with disabilities or behavioral problems; but also: in the family, school, organizations, and even the corporate world through negotiations, competition, employee programs, and advertising. Government uses it to adjust/manipulate the behavior of its citizens and military. ABA is NOT just working with young children with autism.
As is implied in its name, ABA requires a scientific analysis of behavior. When working with individuals with disabilities or behavioral problems, it requires an ongoing individualized analysis of behavior.
What is EIBI or Early Intensive Behavioral Intervention for Children with Autism Spectrum Disorders?
EIBI is the application of ABA for young children with autism. It is a very specific, though individualized intervention.
Wednesday, March 2, 2011
Additional Resources
• The Gray Center
• http://www.thegraycenter.org/
• Special Minds
• http://www.specialminds.org/about.html
• Social Stories Therapy for Children with Autism
• http://autism.healingthresholds.com/therapy/social-stories
• http://www.thegraycenter.org/
• Special Minds
• http://www.specialminds.org/about.html
• Social Stories Therapy for Children with Autism
• http://autism.healingthresholds.com/therapy/social-stories
“Story-based Intervention Package” (For children with autism)
• “Story based interventions are similar to written scripts and Self-management in that they involve written materials that are designed to increase independence. The most well-known story-based intervention is Social Stories™”
• Evidence-Based Practice and Autism in the Schools
• http://www.nationalautismcenter.org/pdf/NAC%20Ed%20Manual_FINAL.pdf
• Please watch the video at: Introduction to Teaching Through Social Stories ™
• http://www.talkautism.com/Components/Video/Video.aspx?v=56
To continue with this information click here
• Evidence-Based Practice and Autism in the Schools
• http://www.nationalautismcenter.org/pdf/NAC%20Ed%20Manual_FINAL.pdf
• Please watch the video at: Introduction to Teaching Through Social Stories ™
• http://www.talkautism.com/Components/Video/Video.aspx?v=56
To continue with this information click here
Saturday, February 26, 2011
Music as a part of intervention
Music can play a vital role in intervention for many children and adults. Music can help with stress reduction and as a cue to assist with transitions.
Please read #10 on the following page for additional information
http://responsiblepracticalparenting.blogspot.com/2010/08/stress-helping-your-children-and-you.html
Music, like many things is individualized. While there are general “rules of thumb” regarding what kind of music is most helpful, it is still individualized both to the person and to the situation. It always irritates me when people search the web for canned objectives and come across this website, expecting they will find an objective they can just plug into a plan for a particular child. It has to be individualized to the specific child and situation or it simply won't be very effective. It is the same with music and it is the same with intervention in general. What will work for a high functioning young child with autism is not the same as best practice for an older child with lower functioning autism.
Please read #10 on the following page for additional information
http://responsiblepracticalparenting.blogspot.com/2010/08/stress-helping-your-children-and-you.html
Music, like many things is individualized. While there are general “rules of thumb” regarding what kind of music is most helpful, it is still individualized both to the person and to the situation. It always irritates me when people search the web for canned objectives and come across this website, expecting they will find an objective they can just plug into a plan for a particular child. It has to be individualized to the specific child and situation or it simply won't be very effective. It is the same with music and it is the same with intervention in general. What will work for a high functioning young child with autism is not the same as best practice for an older child with lower functioning autism.
Monday, February 14, 2011
Communication and Joint Attention
• Joint attention is absolutely critical for the development of language
Joint Attention
• One of the, if not THE, most pivotal skill for children with Autism.
• ALL of the Best Practice, Evidence Based interventions, for young children with Autism now incorporate, train, coach, teach, and reinforce, this pivotal skill.
Supplemental information:
How to Improve Joint Attention Skills in Young Children with Autism
Joint Attention
• One of the, if not THE, most pivotal skill for children with Autism.
• ALL of the Best Practice, Evidence Based interventions, for young children with Autism now incorporate, train, coach, teach, and reinforce, this pivotal skill.
Supplemental information:
How to Improve Joint Attention Skills in Young Children with Autism
Tuesday, February 8, 2011
Thursday, February 3, 2011
Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA young autism project model. 2008
“Abstract
A 3-part comprehensive synthesis of the early intensive behavioral intervention (EIBI) for young children with autism based on the University of California at Los Angeles Young Autism Project method (Lovaas in Journal of Consulting and Clinical Psychology, 55, 3-9, 1987) is presented. The three components of the synthesis were: (a) descriptive analyses, (b) effect size analyses, and (c) a meta-analysis. The findings suggest EIBI is an effective treatment, on average, for children with autism. The conditions under which this finding applies and the limitations and cautions that must be taken when interpreting the results are discussed within the contextual findings of the moderator analyses conducted in the meta-analysis.”
“Recently, the Committee on Educational Interventions for Children with Autism of the National Research Council (NRC) reviewed ten comprehensive intervention programs for young children with autism (Lord et al. 2001). Some of these programs were based on applied behavior analysis, which is a method that has been used to treat children with autism for many years. Recent survey data suggest interventions based on applied behavior analysis are some of the most frequently used interventions in autism…
Many of the programs had supporting empirical evidence, but the NRC did not recommend a single program and cited a need for more research on them (Lord et al. 2001). Instead consensus guidelines were listed stating children with autism should receive a comprehensive intervention program beginning as soon as they are diagnosed. The program should (a.) address the individual’s unique deficit areas, (b) use low teacher to student ratios, (c) include a family component, (d) be provided for at least 20-25 h per week, and (e) conduct ongoing assessment and revision of intervention goals and objectives (Lord et al.). Similar guidelines have been recommended by others (Dawson and Osterling 1979; Iovannone et al. 2003; Bolkmar et al. 1999) and are generally consistent with recommended practices in early intervention (Sandall et al. 2005).”
http://www.ncbi.nlm.nih.gov/pubmed/18535894
A 3-part comprehensive synthesis of the early intensive behavioral intervention (EIBI) for young children with autism based on the University of California at Los Angeles Young Autism Project method (Lovaas in Journal of Consulting and Clinical Psychology, 55, 3-9, 1987) is presented. The three components of the synthesis were: (a) descriptive analyses, (b) effect size analyses, and (c) a meta-analysis. The findings suggest EIBI is an effective treatment, on average, for children with autism. The conditions under which this finding applies and the limitations and cautions that must be taken when interpreting the results are discussed within the contextual findings of the moderator analyses conducted in the meta-analysis.”
“Recently, the Committee on Educational Interventions for Children with Autism of the National Research Council (NRC) reviewed ten comprehensive intervention programs for young children with autism (Lord et al. 2001). Some of these programs were based on applied behavior analysis, which is a method that has been used to treat children with autism for many years. Recent survey data suggest interventions based on applied behavior analysis are some of the most frequently used interventions in autism…
Many of the programs had supporting empirical evidence, but the NRC did not recommend a single program and cited a need for more research on them (Lord et al. 2001). Instead consensus guidelines were listed stating children with autism should receive a comprehensive intervention program beginning as soon as they are diagnosed. The program should (a.) address the individual’s unique deficit areas, (b) use low teacher to student ratios, (c) include a family component, (d) be provided for at least 20-25 h per week, and (e) conduct ongoing assessment and revision of intervention goals and objectives (Lord et al.). Similar guidelines have been recommended by others (Dawson and Osterling 1979; Iovannone et al. 2003; Bolkmar et al. 1999) and are generally consistent with recommended practices in early intervention (Sandall et al. 2005).”
http://www.ncbi.nlm.nih.gov/pubmed/18535894
Saturday, January 29, 2011
Additional information on writing measurable behavioral objectives
This series of postings will provide additional information on writing measurable behavioral objective.
Remember, the best objectives are individualized and written specifically for the individual and the situation. You will get much better outcomes by learning and following the process, even though it takes a little more time and effort, writing individualized objectives rather than using canned objectives (which typically do not meet rule).
Click here to continue with the information.
Remember, the best objectives are individualized and written specifically for the individual and the situation. You will get much better outcomes by learning and following the process, even though it takes a little more time and effort, writing individualized objectives rather than using canned objectives (which typically do not meet rule).
Click here to continue with the information.
Thursday, January 27, 2011
Parent Implemented Interventions for Autism (ASD)
The best progress your child can make will in almost all situations involve your own involvement; however, this is not something you should do on your own. It is essential you enlist the expert help and support from an appropriate consultant/coach. The following will tell you want to look for AND provide you with links for additional information.
Please click "here" for more information.
Please click "here" for more information.
Best Practice, Better Outcomes: How to write Measurable Behavioral Objectives, Goals & Plans: for Mental Health and Developmental Disabilities
This will take you through the information on how to write measurable behavioral objectives. Please ask questions in the comment section.
This series of postings will provide you with the fundamental tools and skills to write individualized and effective measurable behavioral objectives for either mental health or developmental disabilities.
Click next to continue: Better Outcomes
This series of postings will provide you with the fundamental tools and skills to write individualized and effective measurable behavioral objectives for either mental health or developmental disabilities.
Click next to continue: Better Outcomes
Further autism treatment information:
¨ Please watch the video presentations: Evidence Based Practices in Autism Spectrum Disorders Presenters: Patricia Schetter, M.A., BCBA & Aaron Stabel, M.A., BCBA &
¨ Psychosocial and Biological Markers of Stress in the Lives of Mothers of Adolescents and Adults with Autism: Mailick Seltzer, Ph.D. (Once you have clicked on the videos, wait for the picture and music to start. It will take a couple minutes. After the music starts, pause the video, do something else you have to do and then about a half hour later click the play button to watch the presentation uninterrupted.)
¨ at: http://www.ucdmc.ucdavis.edu/mindinstitute/videos/video_autism.html
¨ and
¨ Parent Implemented Intervention: http://www.autisminternetmodules.org/mod_intro.php?mod_id=94
(It’s free and easy to register.)
Click here for additional information on interventions.
¨ Psychosocial and Biological Markers of Stress in the Lives of Mothers of Adolescents and Adults with Autism: Mailick Seltzer, Ph.D. (Once you have clicked on the videos, wait for the picture and music to start. It will take a couple minutes. After the music starts, pause the video, do something else you have to do and then about a half hour later click the play button to watch the presentation uninterrupted.)
¨ at: http://www.ucdmc.ucdavis.edu/mindinstitute/videos/video_autism.html
¨ and
¨ Parent Implemented Intervention: http://www.autisminternetmodules.org/mod_intro.php?mod_id=94
(It’s free and easy to register.)
Click here for additional information on interventions.
Progress for children with autism continued
¨ While a child MAY make progress in a school or center…
¨ Without significant, Parental/Primary Care Provider, involvement in the consistent implementation of therapy…
¨ Most if not all gains in behavior are likely to be of only short duration
Click "next" to continue with this information.
¨ Without significant, Parental/Primary Care Provider, involvement in the consistent implementation of therapy…
¨ Most if not all gains in behavior are likely to be of only short duration
Click "next" to continue with this information.
Progress for children with autism continued
¨ There is evidence of significant improvement in behavior for almost all children if:
¨ the right (EBP) intervention is provided at the right time
¨ by a well qualified interventionist, and
¨ Intervention is consistent across environments and settings
Click "next" to continue with this information.
¨ the right (EBP) intervention is provided at the right time
¨ by a well qualified interventionist, and
¨ Intervention is consistent across environments and settings
Click "next" to continue with this information.
Progress for children with autism continued
¨ While the “Passive” children, on average, do not tend to demonstrate outcomes as good as the “Active But Odd” children,
¨ “Passive” children tend to do better in more tightly structured interventions. (New research coming out over the next two years may change this)
It may be that P.L.A.Y. will demonstrate positive outcomes for children in all three categories. The research completed so far is promising.
Click "next" to continue with this information.
¨ “Passive” children tend to do better in more tightly structured interventions. (New research coming out over the next two years may change this)
It may be that P.L.A.Y. will demonstrate positive outcomes for children in all three categories. The research completed so far is promising.
Click "next" to continue with this information.
Progress for children with autism continued
¨ If we divide children with ASD into three subgroups:
¨ Aloof
¨ Passive
¨ Active But Odd (note: this nomenclature is not the fault or responsibility of the person preparing this information)
¨ The “Active But Odd” group tends to have better outcomes.
Please click "next" to continue with the information.
¨ Aloof
¨ Passive
¨ Active But Odd (note: this nomenclature is not the fault or responsibility of the person preparing this information)
¨ The “Active But Odd” group tends to have better outcomes.
Please click "next" to continue with the information.
Progress for children with autism continued
¨ There is no (peer reviewed and broadly accepted) evidence of significant skill improvement from any of the models for children with an IQ less than 35 or below 40% in chronological age according to a functional assessment.
Click "next" to continue with this information.
Click "next" to continue with this information.
Progress for Children With Autism
¨ To my knowledge and as verified by a number of the experts in the field:
¨ There is no (peer reviewed and broadly accepted) evidence of significant efficacy in intensive (one on one delivered by a professional) intervention beyond 36 months. (Little evidence much beyond 24 months. If the child is not making significant gains in the first year…make a change. * Significant in this case would mean a measurable improvement in SIB-R BI, and/or GMI, and/or IQ score)
¨ There is no (peer reviewed and broadly accepted) evidence of significant efficacy in intensive intervention for children older than eight years old.
Click "next" to continue with the information.
¨ There is no (peer reviewed and broadly accepted) evidence of significant efficacy in intensive (one on one delivered by a professional) intervention beyond 36 months. (Little evidence much beyond 24 months. If the child is not making significant gains in the first year…make a change. * Significant in this case would mean a measurable improvement in SIB-R BI, and/or GMI, and/or IQ score)
¨ There is no (peer reviewed and broadly accepted) evidence of significant efficacy in intensive intervention for children older than eight years old.
Click "next" to continue with the information.
Recommended Autism Interventions According to Diagnosis
¨ As you review the information presented through these training modules and the handouts for parents, please understand:
¨ The Diagnostic Criteria for Aspergers is not very precise and is often interchangeable with “High Functioning Autism”
¨ (There is a movement to remove the separate diagnoses of Autism, PDD NOS, and Aspergers and simply replace it with ASD or Autism Spectrum Disorder)
Click "next" to continue with the information.
¨ The Diagnostic Criteria for Aspergers is not very precise and is often interchangeable with “High Functioning Autism”
¨ (There is a movement to remove the separate diagnoses of Autism, PDD NOS, and Aspergers and simply replace it with ASD or Autism Spectrum Disorder)
Click "next" to continue with the information.
General: Autism Research, Model, and Intervention Package, Information
The following information provides a very brief overview of research and intervention in Autism. You will find additional links to some very good supplemental information.
Click "Next" to continue through the information.
Click "Next" to continue through the information.
Basic information including evidence based practice, stress and parenting a child with autism, and parental involvement in therapy
This information is primarily targeted towards:
¨ Children diagnosed with ASD (Autism Spectrum Disorder)
¨ However; can be generalized to some extent to other children with developmental disabilities with more limited applicability to children with degenerative disabilities.
Consistency
¨ All of the recommended models (contained elsewhere on the site) contain elements of many of the EBP (Evidence Based Practice) intervention packages.
Click "next" to continue with this information.
¨ Children diagnosed with ASD (Autism Spectrum Disorder)
¨ However; can be generalized to some extent to other children with developmental disabilities with more limited applicability to children with degenerative disabilities.
Consistency
¨ All of the recommended models (contained elsewhere on the site) contain elements of many of the EBP (Evidence Based Practice) intervention packages.
Click "next" to continue with this information.
Monday, January 24, 2011
What to look for in a consultant/coach
Whether you have a child with autism spectrum disorder, another developmental disability, and/or mental health or behavioral health needs the criteria for an effective consultant/coach is very similar.
First, why do you want a consultant/coach?
1. Children make the most progress when the intervention is consistent across all environments and research has repeatedly demonstrated that parents can be effective interventionists for their own child and quite often are the most effective interventionists for their own child.
2. Even the very best therapists/interventionists use their own consultant/coach. You might even say that the best do and the worst don’t and that’s one of the reasons for the difference.
3. At times, even the very best parents loose objectivity and need another outside expert to take a look and give feedback for difficult, unusual, disabilities, disorders, and circumstances.
4. Not all children are the same. Just like not all adults are the same. Some children respond better to one type of intervention over another and sometime it changes over time.
5. Some children need very specialized and specific types of intervention.
What can you expect from a good consultant/coach?
1. This person will be an expert in working with families and children.
2. This person will have at their disposal additional consultant/coaches to help them help you in areas where your direct consultant/coach is not an expert
3. They will be an expert in the assessment of not only your child; but will be able to assess your resources to better help your child through your child’s and your natural supports. This assessment will include a functional analysis of behavior if there are behavioral issues.
4. They will provide and help you provide ongoing assessment, theirs being more formal and yours being more informal.
5. They will be an expert in providing intervention for the disability, condition, or behaviors your child is exhibiting.
6. They will provide both you and your child with pertinent, applicable, and valuable instruction related to your child’s disability and/or condition and how you can adjust your interactions to better help your child.
7. They will carefully and lovingly provide you with feedback regarding your interactions, and your child’s environment, even when some of it is difficult for you to hear.
8. They will provide directly or in conjunction with another consultant/coach, consultation and/or direct assistance with assistive technology when needed. (This can at times be very low cost and creative uses for common items found around your home.)
9. They will provide you with direct examples and demonstration of the techniques or interventions they are describing. This includes working directly with your child, while you are observing in person, and/or through a two way mirror, and/or by video, and providing feedback as they observe your work with your child. (This can be through ,direct in person interaction, two way mirror, and/or through viewing video of you working with your child. This video may be shared with other consultant/coaches as needed)
10. They will provide ongoing reassessment and adjustment as needed.
11. They will be respectful of your values
12. They will help you integrate intervention into yours and your child’s natural routines, usually eliminating the need to make drastic changes or additions to your schedule.
13. They will work with other educators and/or care providers to assure intervention is consistent across environments.
Supplemental material:
http://www.autisminternetmodules.org/mod_list.php#layout_content_box
http://www.coachinginearlychildhood.org/
http://www.fippcase.org/caseinpoint/caseinpoint_vol4_no1.pdf
Evidence-Based Practice: Parent-Implemented Intervention
There are many free tools.
Parent Implemented Interventions
Registration is free and easy.
First, why do you want a consultant/coach?
1. Children make the most progress when the intervention is consistent across all environments and research has repeatedly demonstrated that parents can be effective interventionists for their own child and quite often are the most effective interventionists for their own child.
2. Even the very best therapists/interventionists use their own consultant/coach. You might even say that the best do and the worst don’t and that’s one of the reasons for the difference.
3. At times, even the very best parents loose objectivity and need another outside expert to take a look and give feedback for difficult, unusual, disabilities, disorders, and circumstances.
4. Not all children are the same. Just like not all adults are the same. Some children respond better to one type of intervention over another and sometime it changes over time.
5. Some children need very specialized and specific types of intervention.
What can you expect from a good consultant/coach?
1. This person will be an expert in working with families and children.
2. This person will have at their disposal additional consultant/coaches to help them help you in areas where your direct consultant/coach is not an expert
3. They will be an expert in the assessment of not only your child; but will be able to assess your resources to better help your child through your child’s and your natural supports. This assessment will include a functional analysis of behavior if there are behavioral issues.
4. They will provide and help you provide ongoing assessment, theirs being more formal and yours being more informal.
5. They will be an expert in providing intervention for the disability, condition, or behaviors your child is exhibiting.
6. They will provide both you and your child with pertinent, applicable, and valuable instruction related to your child’s disability and/or condition and how you can adjust your interactions to better help your child.
7. They will carefully and lovingly provide you with feedback regarding your interactions, and your child’s environment, even when some of it is difficult for you to hear.
8. They will provide directly or in conjunction with another consultant/coach, consultation and/or direct assistance with assistive technology when needed. (This can at times be very low cost and creative uses for common items found around your home.)
9. They will provide you with direct examples and demonstration of the techniques or interventions they are describing. This includes working directly with your child, while you are observing in person, and/or through a two way mirror, and/or by video, and providing feedback as they observe your work with your child. (This can be through ,direct in person interaction, two way mirror, and/or through viewing video of you working with your child. This video may be shared with other consultant/coaches as needed)
10. They will provide ongoing reassessment and adjustment as needed.
11. They will be respectful of your values
12. They will help you integrate intervention into yours and your child’s natural routines, usually eliminating the need to make drastic changes or additions to your schedule.
13. They will work with other educators and/or care providers to assure intervention is consistent across environments.
Supplemental material:
http://www.autisminternetmodules.org/mod_list.php#layout_content_box
http://www.coachinginearlychildhood.org/
http://www.fippcase.org/caseinpoint/caseinpoint_vol4_no1.pdf
Evidence-Based Practice: Parent-Implemented Intervention
There are many free tools.
Parent Implemented Interventions
Registration is free and easy.
Saturday, January 22, 2011
Good, even the best autism treatment doesn't have to cost a fortune. Research has proven this. Sometimes your child can get great treatment for 20% of what is commonly paid for treatment.
Good, even the best autism treatment doesn't have to cost a fortune. Research has proven this. Sometimes your child can get great treatment for 20% of what is commonly paid for treatment.
There are three keys:
1. Use Evidence Based Best Practice.
2. Consistency across all environments and throughout the day.
3. Parent/Caregiver participation. NOTE: This does not mean spending your whole life doing therapy with your child. What it does mean is altering all of your interactions with your child so therapy will occur during the natural routines for you, your family, and your child. You will find the tools and link to tools you need here. A good clinical/theraputic (routine based) consultant is a must…but must less expensive than full time therapy and often more beneficial to your child as long as all the interventions are contextualized within the natural routines of your child emphasizing natural reinforcers.
There are three keys:
1. Use Evidence Based Best Practice.
2. Consistency across all environments and throughout the day.
3. Parent/Caregiver participation. NOTE: This does not mean spending your whole life doing therapy with your child. What it does mean is altering all of your interactions with your child so therapy will occur during the natural routines for you, your family, and your child. You will find the tools and link to tools you need here. A good clinical/theraputic (routine based) consultant is a must…but must less expensive than full time therapy and often more beneficial to your child as long as all the interventions are contextualized within the natural routines of your child emphasizing natural reinforcers.
Tuesday, January 18, 2011
What's the PROOF intervention works and is worth the time, effort, and money
Too often many people in the helping professions have the attitude that they are doing a good thing which should not require documentation or accountability, let alone measurable outcomes. Too often and too easily
data is manipulated, just as it often is in advertising, with the intent of selling a product or service being a higher priority than objective information on what works, what doesn't, and what really IS the cost
benefit ratio. These times are hopefully coming to an end. It is a disservice to the intended beneficiaries of the intervention and it is a disservice to those who are paying the bill...and really, it is a disservice to the intervention provider who isn't required to hone his or her skills and provide the right therapy at the right time.
It is too easy to write objectives in such a way as to show goals and objectives being met. It is too easy to say progress is being made; but withholding or simply not gathering crucial information that might give an indication if that progress has been a result of the intervention or perhaps other variables such as maturation or...(?).
One of the only ways to have a clear indication that real progress is being made is to compare against truly objective scores resulting from objective norm referenced assessments determined from direct observation and testing. These include assessments such as a Battelle, or Bayley, or an IQ score. There are many other assessments which can and will give you a standard deviation and Z score which will provide you with a better understanding of REAL progress. There are also other assessments which approach this level of integrity, validity, and reliability. There are also some assessments that while on the surface and through research, demonstrate a fairly high level of validity and reliability, unfortunately when in the hands of or reported by individuals with a high motivation to skew the results, they often lack good integrity. This can include the assessments previously mentioned.
Another fairly concrete way to look at progress is to look at real outcomes, outcomes based upon specific criteria, such as recidivism and employment; however, there are common misrepresentations in this data as well such as low recidivism back into a juvenile justice system while the same youth end up on an adult system (hardly a real success) or low unemployment rates but high underemployment and many people who have simply stopped looking for work or by statistical manipulation have been removed from the data.
So what to do? Assure the best assessments possible, and verify results on a random basis. Provide and pay for services which provide the best average results and the best average cost benefit ratio.
data is manipulated, just as it often is in advertising, with the intent of selling a product or service being a higher priority than objective information on what works, what doesn't, and what really IS the cost
benefit ratio. These times are hopefully coming to an end. It is a disservice to the intended beneficiaries of the intervention and it is a disservice to those who are paying the bill...and really, it is a disservice to the intervention provider who isn't required to hone his or her skills and provide the right therapy at the right time.
It is too easy to write objectives in such a way as to show goals and objectives being met. It is too easy to say progress is being made; but withholding or simply not gathering crucial information that might give an indication if that progress has been a result of the intervention or perhaps other variables such as maturation or...(?).
One of the only ways to have a clear indication that real progress is being made is to compare against truly objective scores resulting from objective norm referenced assessments determined from direct observation and testing. These include assessments such as a Battelle, or Bayley, or an IQ score. There are many other assessments which can and will give you a standard deviation and Z score which will provide you with a better understanding of REAL progress. There are also other assessments which approach this level of integrity, validity, and reliability. There are also some assessments that while on the surface and through research, demonstrate a fairly high level of validity and reliability, unfortunately when in the hands of or reported by individuals with a high motivation to skew the results, they often lack good integrity. This can include the assessments previously mentioned.
Another fairly concrete way to look at progress is to look at real outcomes, outcomes based upon specific criteria, such as recidivism and employment; however, there are common misrepresentations in this data as well such as low recidivism back into a juvenile justice system while the same youth end up on an adult system (hardly a real success) or low unemployment rates but high underemployment and many people who have simply stopped looking for work or by statistical manipulation have been removed from the data.
So what to do? Assure the best assessments possible, and verify results on a random basis. Provide and pay for services which provide the best average results and the best average cost benefit ratio.
Parent Implemented Intervention (Autism Spectrum Disorders)
In many parts of the world parent implemented intervention is the only intervention available for children with autism and due to the economic downturn may soon be the only intervention available in increasing sectors of the globe. For this reason and also because of the efficacy of (benefit from) parent implemented intervention (in most cases where the parent is provided with good consultation to better help their own child and where the parent is willing to adjust their interaction with a child of special needs) providers must learn to be more adept at working with families and providing needed consultation.
As you see here, as in all three of the closely associated websites: Best Practice, Better Outcomes/How to write Measurable Behavioral Objectives, Goals & Plans http://bestoutcomes.blogspot.com/; Current Autism News & Research or Hope for Autism http://currentautismresearchhopeforautism.blogspot.com/ ; and ENCYCLOPEDIA OF PARENTING: A RESEARCH BASED RESOURCE GUIDE http://responsiblepracticalparenting.blogspot.com/
There is a great deal of evidence from research which clearly demonstrates that parents can, with help of qualified consultants, provide therapeutic intervention for their own children. As mentioned previously, this may require learning to interact with their child with special needs in ways which must be adjusted from how they may interact with a typically developing child. While the adjustments may be; they are not always substantial.
Please see the following presentation for additional information and links to even more information. (All three of the websites listed above also provide a great deal of information on the subject as well as the ability to ask questions and discuss with others.) http://www.autisminternetmodules.org/mod_intro.php?mod_id=94
Registration is free and easy
As you see here, as in all three of the closely associated websites: Best Practice, Better Outcomes/How to write Measurable Behavioral Objectives, Goals & Plans http://bestoutcomes.blogspot.com/
There is a great deal of evidence from research which clearly demonstrates that parents can, with help of qualified consultants, provide therapeutic intervention for their own children. As mentioned previously, this may require learning to interact with their child with special needs in ways which must be adjusted from how they may interact with a typically developing child. While the adjustments may be; they are not always substantial.
Please see the following presentation for additional information and links to even more information. (All three of the websites listed above also provide a great deal of information on the subject as well as the ability to ask questions and discuss with others.) http://www.autisminternetmodules.org/mod_intro.php?mod_id=94
Registration is free and easy
Thursday, January 13, 2011
Autism Internet Modules | Welcome
Autism Internet Modules Welcome: "The Autism Internet Modules were developed with one aim in mind: to make comprehensive, up-to-date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD). Written by experts from across the U.S., all online modules are free, and are designed to promote understanding of, respect for, and equality of persons with ASD."
Best Practice for Children diagnosed with Aspergers ages 15-18
The following types of intervention have been found to be most effective; (but does not preclude some use of other interventions mentioned depending upon the individual needs of the child and family):
• Modeling …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
4) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention?
5) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 15-18) diagnosed with aspergers, using their agency and the above intervention?
6) Ask them to fully explain how they will implement the above intervention in collaboration with other therapies your child is receiving.
• Modeling …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
4) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention?
5) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 15-18) diagnosed with aspergers, using their agency and the above intervention?
6) Ask them to fully explain how they will implement the above intervention in collaboration with other therapies your child is receiving.
Best Practice for Children diagnosed with PDD NOS ages 15-18
The following types of intervention have been found to be most effective; (but does not preclude some use of other interventions mentioned depending upon the individual needs of the child and family):
• Behavioral Package …
• Modeling …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 15-18) diagnosed with PDD NOS, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
• Behavioral Package …
• Modeling …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 15-18) diagnosed with PDD NOS, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
Best Practice for Children diagnosed with Autism ages 15-18
The following types of intervention have been found to be most effective; (but does not preclude some use of other interventions mentioned depending upon the individual needs of the child and family):
• Antecedent Package …
• Behavioral Package …
• Modeling …
• Self-management …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 15-18) diagnosed with Autism, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
• Antecedent Package …
• Behavioral Package …
• Modeling …
• Self-management …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 15-18) diagnosed with Autism, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
Best Practice for Children diagnosed with PDD NOS ages 10-14
The following types of intervention have been found to be most effective; (but does not preclude some use of other interventions mentioned depending upon the individual needs of the child and family):
• Behavioral Package …
• Modeling …
• Peer Training Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 10-14) diagnosed with PDD NOS, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
• Behavioral Package …
• Modeling …
• Peer Training Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 10-14) diagnosed with PDD NOS, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
Best Practice for Children with Aspergers ages 10-14
The following types of intervention have been found to be most effective; (but does not preclude some use of other interventions mentioned depending upon the individual needs of the child and family):
• Modeling …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in this intervention?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 10-14) with Aspergers, using their agency and the above intervention?
3) Ask them to fully explain how they will implement the above intervention in collaboration with other therapies your child is receiving.
• Modeling …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in this intervention?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 10-14) with Aspergers, using their agency and the above intervention?
3) Ask them to fully explain how they will implement the above intervention in collaboration with other therapies your child is receiving.
Best Practice for Children with Autism ages 10-14
The following types of intervention have been found to be most effective; (but does not preclude some use of other interventions mentioned depending upon the individual needs of the child and family):
• Antecedent Package …
• Behavioral Package …
• Modeling …
• Peer Training Package …
• Schedules …
• Self-management …
• Story-based Intervention Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 10-14) with Autism, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
• Antecedent Package …
• Behavioral Package …
• Modeling …
• Peer Training Package …
• Schedules …
• Self-management …
• Story-based Intervention Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 10-14) with Autism, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
Best Practice for Children with PDD NOS ages 6-9
The following types of intervention have been found to be most effective; (but does not preclude some use of other interventions mentioned depending upon the individual needs of the child and family):
• Behavioral Package …
• Comprehensive Behavioral Treatment for Young Children …
• Modeling …
• Naturalistic Teaching Strategies …
• Peer Training Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 6-9) with a diagnosis of PDD NOS, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
• Behavioral Package …
• Comprehensive Behavioral Treatment for Young Children …
• Modeling …
• Naturalistic Teaching Strategies …
• Peer Training Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 6-9) with a diagnosis of PDD NOS, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
Best Practice for Children with Aspergers ages 6-9
The following types of intervention have been found to be most effective; (but does not preclude some use of other interventions mentioned depending upon the individual needs of the child and family):
• Modeling …
• Story-based Intervention Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 6-9) with aspergers, using their agency and the above intervention?
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
• Modeling …
• Story-based Intervention Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 6-9) with aspergers, using their agency and the above intervention?
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
Best Practice for Children with Autism, ages 6-9
The following types of intervention have been found to be most effective; (but does not preclude some use of other interventions mentioned depending upon the individual needs of the child and family):
• Antecedent Package …
• Behavioral Package …
• Comprehensive Behavioral Treatment for Young Children …
• Modeling …
• Naturalistic Teaching Strategies …
• Peer Training Package …
• Schedules …
• Self-management …
• Story-based Intervention Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 6-9) with autism, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
• Antecedent Package …
• Behavioral Package …
• Comprehensive Behavioral Treatment for Young Children …
• Modeling …
• Naturalistic Teaching Strategies …
• Peer Training Package …
• Schedules …
• Self-management …
• Story-based Intervention Package …
Based on information from: The National Autism Center’s National Standards Project Findings and Conclusions: 2009
When interviewing potential providers, you may want to ask the following questions:
1) How has the agency and the individual therapist/staff gained expertise/certification in the above intervention(s) you have chosen?
2) What is the average (12 month) improvement in skills (BI score) and behavior (GMI score) for a child (age 6-9) with autism, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
3) Ask them to fully explain how they will implement the above intervention (or combination) you have chosen in collaboration with other therapies your child is receiving.
When multiple interventions are mentioned it is usually most helpful to use more than one or even all which are mentioned according to the specific needs and strengths of the child and family.
Reccommended Models for Young Children with Autism
Recommended interventions:
ABA: Behavior Analysis is the scientific study of behavior. Applied Behavior Analysis is the application of the principles of learning and motivation from Behavior Analysis, and the procedures and technology derived from those principles, to the solution of problems of social significance. Many decades of research have validated treatments based on ABA.
http://www.centerforautism.com/getting_started/aba.asp ~ http://www.abainternational.org/
The Denver Model
Also known as the Early Start Denver Model is a well researched combination of behavioral and developmental therapy. It has produced very good results with children who’s IQ is as low as 35 (the lowest or one of the lowest of any of the well researched established models providing excellent outcomes).
http://www.ucdmc.ucdavis.edu/mindinstitute/research/esdm/ ~ http://www.autismspeaks.org/docs/d_200911_ESDM.pdf
DIR®/Floortime™ The Developmental, Individual Difference, Relationship-based The objectives of the DIR®/Floortime™ Model are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. http://www.icdl.com/dirFloortime/overview/index.shtml
The P.L.A.Y. Project® is (an) … early intervention program dedicated to empowering parents and professionals to implement intensive, developmental interventions for young children with autism in the most effective and efficient way.
http://www.playproject.org/
PRT: Pivotal Response Treatment … Pivotal Response Teaching, and Pivotal Response Training, PRT focuses on targeting “pivotal” behavioral and skill areas.
http://education.ucsb.edu/autism/ http://www.autismnetwork.org/modules/behavior/pri/index.html http://www.blogger.com/goog_1943166904
TEACCH: Treatment and Education of Autistic and Related Communication Handicapped Children
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. http://www.teacch.com/
If your child is functioning close to 50% of chronological age or above or above a 35 IQ, you should see significant gain in both skills (BI) on the SIB-R AND improvements in behavior (GMI) on the SIB-R. Most children should make significant improvements in behavior.
When you interview potential providers, ask these questions.
1) How have they as an agency, and how have the individual therapists/specialists who will be working with your child, gained specific expertise/certification in the above intervention you have chosen?
2) What is the average (12 month) improvement in BI and GMI for a child (age 3-6) with autism, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
No matter which intervention you choose, best practice for best outcomes will include close collaboration with a Speech Therapist (SLP) and very possibly other therapists. This close collaboration should assure that all of the intervention for your child is closely aligned, and that everyone is supporting other interventions received by your child. Parental involvement is essential in any of these interventions.
ABA: Behavior Analysis is the scientific study of behavior. Applied Behavior Analysis is the application of the principles of learning and motivation from Behavior Analysis, and the procedures and technology derived from those principles, to the solution of problems of social significance. Many decades of research have validated treatments based on ABA.
http://www.centerforautism.com/getting_started/aba.asp ~ http://www.abainternational.org/
The Denver Model
Also known as the Early Start Denver Model is a well researched combination of behavioral and developmental therapy. It has produced very good results with children who’s IQ is as low as 35 (the lowest or one of the lowest of any of the well researched established models providing excellent outcomes).
http://www.ucdmc.ucdavis.edu/mindinstitute/research/esdm/ ~ http://www.autismspeaks.org/docs/d_200911_ESDM.pdf
DIR®/Floortime™ The Developmental, Individual Difference, Relationship-based The objectives of the DIR®/Floortime™ Model are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. http://www.icdl.com/dirFloortime/overview/index.shtml
The P.L.A.Y. Project® is (an) … early intervention program dedicated to empowering parents and professionals to implement intensive, developmental interventions for young children with autism in the most effective and efficient way.
http://www.playproject.org/
PRT: Pivotal Response Treatment … Pivotal Response Teaching, and Pivotal Response Training, PRT focuses on targeting “pivotal” behavioral and skill areas.
http://education.ucsb.edu/autism/ http://www.autismnetwork.org/modules/behavior/pri/index.html http://www.blogger.com/goog_1943166904
TEACCH: Treatment and Education of Autistic and Related Communication Handicapped Children
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. http://www.teacch.com/
If your child is functioning close to 50% of chronological age or above or above a 35 IQ, you should see significant gain in both skills (BI) on the SIB-R AND improvements in behavior (GMI) on the SIB-R. Most children should make significant improvements in behavior.
When you interview potential providers, ask these questions.
1) How have they as an agency, and how have the individual therapists/specialists who will be working with your child, gained specific expertise/certification in the above intervention you have chosen?
2) What is the average (12 month) improvement in BI and GMI for a child (age 3-6) with autism, using their agency and the above intervention? You may also further ask what the average improvement is for children whose functioning level is above 50% and the average improvement for children whose functioning level is below 50%.
No matter which intervention you choose, best practice for best outcomes will include close collaboration with a Speech Therapist (SLP) and very possibly other therapists. This close collaboration should assure that all of the intervention for your child is closely aligned, and that everyone is supporting other interventions received by your child. Parental involvement is essential in any of these interventions.
Intervention descriptions: Evidence Based Best Practice
Intervention descriptions
Please see: Evidence-Based Practice and Autism in the Schools from the National Autism Center.
You can find a copy at: http://www.nationalautismcenter.org/pdf/NAC%20Ed%20Manual_FINAL.pdf
This guide can be downloaded on the internet and will provide you with additional information and resources for the various interventions; however, the information is not sufficient to make you an expert on any of the interventions. Expertise comes from specific and extensive study, training, and supervised experience. Be leery of anyone, and possibly any agency, who says they are an expert in everything.
While the referenced paper is geared specifically to the school, the same concepts and specific interventions can be used in multiple settings including the home.
Collaboration between these therapies and intervention provided by SLPs, OTs, PTs, and the child’s physician, is strongly supported in this paper and research. In addition, collaboration with and the additional intervention provided by parents and other natural care providers (supported by consultation and modeling from the therapist) during the child and caregiver’s natural routines, significantly extend, enhance, and strengthen, the child’s learning opportunities. For best outcomes, all intervention and supports, natural and otherwise, must be closely integrated.
• Antecedent Package … These interventions adjust the environment and interactions before the behavior and are meant to either increase or decrease a subsequent behavior. This includes understanding and adjusting “setting events” as well as the more immediate stimulus right before a behavior. Additional, extensive, and excellent information can be found at: http://www.autisminternetmodules.org/mod_intro.php?mod_id=83 ¨ Registration is free and easy. See Antecedent-Based Interventions (ABI)
¨ Please note that while you can learn a great deal from online modules and reading research, this alone does not qualify anyone to deliver the intervention.
• Behavioral Package … These interventions include traditional behavioral conditioning and rely heavily on positive and negative reinforcement.
• Comprehensive Behavioral Treatment for Young Children … This treatment is eclectic in nature with many aspects of ABA and related interventions.
• Joint Attention … These interventions help to develop the foundational skills required for focusing or paying attention to the same object or person, and at the same time, as another person. This essential skill is often difficult for children with autism.
• Modeling … These interventions use either video or live modeling of appropriate behaviors/skills to help individuals develop those same behaviors or skills. It is often used with other interventions which incorporate reinforcement. Supplemental Material:
• Registration is free and easy. See Naturalistic Intervention
• Please note that while you can learn a great deal from online modules and reading research, this alone does not qualify someone to deliver the intervention.
• Peer Training Package … These interventions use specifically selected and trained peers to work with and help the child develop appropriate skills and behaviors through structured settings and learning opportunities.
• Pivotal Response Treatment … This intervention focuses on pivotal behaviors in the natural setting.
• Schedules … The use of schedules, charts, picture directions or schedules, etc., often with reinforcement to include natural reinforcers. (Music and other sounds can be used as triggers and cues for schedules when helpful.) Supplemental Materials: • Schedules
• It is easy to create your own effective schedules; however, here are some possible resources.
• Autism Therapy: visual schedules • http://www.blogger.com/goog_1975106661
• Picture Schedule Samples • http://www.blogger.com/goog_1975106665
• Visual Schedules for Autistic Children • http://www.blogger.com/goog_1975106668
• Visual Schedules • http://www.specialed.us/autism/structure/str11.htm
• Visual Schedule for Autism • http://www.lucasworks.org/visual-schedule-autism.html
• Story-based Intervention Package … The use of stories specifically designed to teach skills to children. Social Stories™ is an example. Supplemental Materials: • Please watch the video at: Introduction to Teaching Through Social Stories ™
http://www.talkautism.com/Components/Video/Video.aspx?v=56
• The Gray Center • http://www.thegraycenter.org/
• Special Minds • http://www.specialminds.org/about.html
• Social Stories Therapy for Children with Autism • http://autism.healingthresholds.com/therapy/social-stories
Currently there are two similar projects establishing national standards for the treatment of autism in children and adolescents. One is referenced frequently in these pages and the other is the National Professional Development Center for Autism. While the criterion is slightly different for the two projects there is considerable overlap and many of the same professionals worked on both projects. The results are and will be modified as additional research is completed, published, and validated against rigorous standards. Most of the recommendations in these pages are based on evidence based best practice; however, some is better described as emerging practice with close association with evidence based practice (EBP). Recommendations for disabilities other than Autism Spectrum Disorders (ASDs) are based on best practice research regarding routine based intervention in the natural environment for a wide variety of disabilities. Much of the research on treatment for ASDs is also applicable to children with other disabilities as well as more typically developing children. To better understand how to implement EBPs, please watch the video presentation: Evidence Based Practices in Autism Spectrum Disorders Presenters: Patricia Schetter, M.A., BCBA & Aaron Stabel, M.A., BCBA at: http://www.ucdmc.ucdavis.edu/mindinstitute/videos/video_autism.html
Additional Resources: http://www.nichd.nih.gov/health/topics/developmental_disabilities.cfm
INDEX ACCORDING TO AGE AND DIAGNOSIS
Recommended Models for Young Children with Autism
Best Practice for Children with Autism, ages 6-9
Best Practice for Children with Aspergers ages 6-9
Best Practice for Children with PDD NOS ages 6-9
Best Practice for Children with Autism ages 10-14
Best Practice for Children with Aspergers ages 10-14
Best Practice for Children diagnosed with PDD NOS ages 10-14
Best Practice for Children diagnosed with Autism ages 15-18
Best Practice for Children diagnosed with PDD NOS ages 15-18
Best Practice for Children diagnosed with Aspergers ages 15-18
Please see: Evidence-Based Practice and Autism in the Schools from the National Autism Center.
You can find a copy at: http://www.nationalautismcenter.org/pdf/NAC%20Ed%20Manual_FINAL.pdf
This guide can be downloaded on the internet and will provide you with additional information and resources for the various interventions; however, the information is not sufficient to make you an expert on any of the interventions. Expertise comes from specific and extensive study, training, and supervised experience. Be leery of anyone, and possibly any agency, who says they are an expert in everything.
While the referenced paper is geared specifically to the school, the same concepts and specific interventions can be used in multiple settings including the home.
Collaboration between these therapies and intervention provided by SLPs, OTs, PTs, and the child’s physician, is strongly supported in this paper and research. In addition, collaboration with and the additional intervention provided by parents and other natural care providers (supported by consultation and modeling from the therapist) during the child and caregiver’s natural routines, significantly extend, enhance, and strengthen, the child’s learning opportunities. For best outcomes, all intervention and supports, natural and otherwise, must be closely integrated.
• Antecedent Package … These interventions adjust the environment and interactions before the behavior and are meant to either increase or decrease a subsequent behavior. This includes understanding and adjusting “setting events” as well as the more immediate stimulus right before a behavior. Additional, extensive, and excellent information can be found at: http://www.autisminternetmodules.org/mod_intro.php?mod_id=83 ¨ Registration is free and easy. See Antecedent-Based Interventions (ABI)
¨ Please note that while you can learn a great deal from online modules and reading research, this alone does not qualify anyone to deliver the intervention.
• Behavioral Package … These interventions include traditional behavioral conditioning and rely heavily on positive and negative reinforcement.
• Comprehensive Behavioral Treatment for Young Children … This treatment is eclectic in nature with many aspects of ABA and related interventions.
• Joint Attention … These interventions help to develop the foundational skills required for focusing or paying attention to the same object or person, and at the same time, as another person. This essential skill is often difficult for children with autism.
• Modeling … These interventions use either video or live modeling of appropriate behaviors/skills to help individuals develop those same behaviors or skills. It is often used with other interventions which incorporate reinforcement. Supplemental Material:
• Making SENSE of Autism Through Peers, Play, and Performance • Lecturer: Blythe Corbett, Ph.D.• Affiliation: UC Davis MIND Institute • Date: June 4, 2010 • Length: 1:21:51 • Synopsis: Blythe Corbett, Ph.D. discusses her work at the MIND Institute regarding video modeling, cortisol and stress, and a unique therapeutic intervention -- SENSE Theatre -- that allows children with autism to participate with age-matched peers in theatrical musical performance. Recorded Fri, 4 June 2010.
• Naturalistic Teaching Strategies … These interventions concentrate on natural reinforcement and natural consequences in the natural environment, training, support, and behavioral objectives contextualized in the natural routines and environment for the child. Supplemental Material: • Additional, extensive, and excellent information can be found at: http://www.blogger.com/goog_672379774• Registration is free and easy. See Naturalistic Intervention
• Please note that while you can learn a great deal from online modules and reading research, this alone does not qualify someone to deliver the intervention.
• Peer Training Package … These interventions use specifically selected and trained peers to work with and help the child develop appropriate skills and behaviors through structured settings and learning opportunities.
• Pivotal Response Treatment … This intervention focuses on pivotal behaviors in the natural setting.
• Schedules … The use of schedules, charts, picture directions or schedules, etc., often with reinforcement to include natural reinforcers. (Music and other sounds can be used as triggers and cues for schedules when helpful.) Supplemental Materials: • Schedules
• It is easy to create your own effective schedules; however, here are some possible resources.
• Autism Therapy: visual schedules • http://www.blogger.com/goog_1975106661
• Picture Schedule Samples • http://www.blogger.com/goog_1975106665
• Visual Schedules for Autistic Children • http://www.blogger.com/goog_1975106668
• Visual Schedules • http://www.specialed.us/autism/structure/str11.htm
• Visual Schedule for Autism • http://www.lucasworks.org/visual-schedule-autism.html
• Story-based Intervention Package … The use of stories specifically designed to teach skills to children. Social Stories™ is an example. Supplemental Materials: • Please watch the video at: Introduction to Teaching Through Social Stories ™
http://www.talkautism.com/Components/Video/Video.aspx?v=56
• The Gray Center • http://www.thegraycenter.org/
• Special Minds • http://www.specialminds.org/about.html
• Social Stories Therapy for Children with Autism • http://autism.healingthresholds.com/therapy/social-stories
Currently there are two similar projects establishing national standards for the treatment of autism in children and adolescents. One is referenced frequently in these pages and the other is the National Professional Development Center for Autism. While the criterion is slightly different for the two projects there is considerable overlap and many of the same professionals worked on both projects. The results are and will be modified as additional research is completed, published, and validated against rigorous standards. Most of the recommendations in these pages are based on evidence based best practice; however, some is better described as emerging practice with close association with evidence based practice (EBP). Recommendations for disabilities other than Autism Spectrum Disorders (ASDs) are based on best practice research regarding routine based intervention in the natural environment for a wide variety of disabilities. Much of the research on treatment for ASDs is also applicable to children with other disabilities as well as more typically developing children. To better understand how to implement EBPs, please watch the video presentation: Evidence Based Practices in Autism Spectrum Disorders Presenters: Patricia Schetter, M.A., BCBA & Aaron Stabel, M.A., BCBA at: http://www.ucdmc.ucdavis.edu/mindinstitute/videos/video_autism.html
Additional Resources: http://www.nichd.nih.gov/health/topics/developmental_disabilities.cfm
INDEX ACCORDING TO AGE AND DIAGNOSIS
Recommended Models for Young Children with Autism
Best Practice for Children with Autism, ages 6-9
Best Practice for Children with Aspergers ages 6-9
Best Practice for Children with PDD NOS ages 6-9
Best Practice for Children with Autism ages 10-14
Best Practice for Children with Aspergers ages 10-14
Best Practice for Children diagnosed with PDD NOS ages 10-14
Best Practice for Children diagnosed with Autism ages 15-18
Best Practice for Children diagnosed with PDD NOS ages 15-18
Best Practice for Children diagnosed with Aspergers ages 15-18
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