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
No comments:
Post a Comment