How to choose intervention for a autistic child.


The key to ‘good’ intervention  for any individual with autism may often be  understanding the condition, understanding the unique ways in which individuals with autism think and learn, accepting their autism as a vital, vibrant part of their being and then approaching the intervention, the teaching of skills, and / or changing of behaviours, from that paradigm of understanding and acceptance. What most people with autism need are intervention plans that spring from a rock solid understanding of autism, provide them with structure and predictability and incorporate good behavioural principles in the teaching.

 

On the basis of a functional assessment by a competent professional, intervention plans are tailored based upon the individual strengths and needs of each specific child.

 

The intervention plan may use one or a combination of some of the scientifically proven effective techniques such as:

Treatment and Education of Autistic and related Communication handicapped CHildren Method(TEACCH) emphasizes on using skills that children already possess to enable them to become independent. Organizing the physical environment, developing schedules and work systems, making expectations clear and explicit, and visual materials are effective in developing skills and allowing people with autism to be independent of direct adult prompting.

Applied Behaviour Analysis (ABA)emphasizes on one-to-one sessions in discrete trial (DTT) format to develop cognitive, social, behavioral, fine motor, play, social and self-help skills. The technique involves structured presentation of tasks from most simple to more complex, breaking them down into small sub-skills and teaching each sub-skill, intensely, one at a time. It involves repeated practices with prompting and fading of prompts to ensure success. It uses rewards or reinforcement to help shape and maintain desired behaviours and skills.

Verbal Behavior Analysis (VBA) is an addition to ABA and is also based on breaking down and teaching language in functional units unlike the teaching of language based on grammar. In addition to teaching at the table top, teaching in (and with) the natural environment (NET) is important.

Picture Exchange Communication Systems (PECS) is built on the fact that non-verbal children with autism may attempt to spontaneously use objects to communicate. People with autism tend to be visual learners, and a visual means of communication can help them to understand and use the process of communication. PECS aims to teach spontaneous social-communication skills by means of symbols or pictures and the teaching relies on behavioural principles, particularly reinforcement techniques. Behavioural strategies are employed to teach the person to use functional communicative behaviours to request desired objects. The requesting behaviour is reinforced by the receipt of the desired item.