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Autism
Addressing the Challenges of Autism: Research Findings and
Promising Practices
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Models
and Classroom Instruction
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Guidelines
and Considerations for Evaluating Autism Programs
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- The
ultimate goal of any intervention program should be to improve
the overall quality of life for the child. Intervention programs
should attempt to prepare the child to live and thrive independently.
- Early
childhood programs for a child with autism should coincide with
a structured educational format. Intervention should begin after
a four-core
assessment has determined the specific educational, language,
socio-cultural, and psychological needs of the child. In addition,
a functional
behavioral assessment can help design an effective behavior
support plan.
- Education
programs should encourage family members to participate outside
of the classroom setting and allow open communication between
teachers and parents.
- Remember
that autism is a spectrum
disorder and that the child is an individual. Therefore,
interventions should focus on the child’s special needs. Be skeptical
of any program that promises that its techniques will be effective
for all individuals.
- Remain
receptive to the possibility that multiple interventions may be
useful for optimal results.
- Beware
of interventions that have not been evaluated for validity. Make
sure that the techniques and practices have been assessed for
their appropriateness.
- The
Autism Society of America (ASA) also suggests five questions to
ask about intervention programs:
- Will
the proposed intervention be harmful to the child?
- Is
the child being held accountable for developmentally appropriate
tasks?
- In
the event that the intervention fails, how will failure affect
the child and the family?
- Has
the intervention been evaluated for validity?
- Will
the new intervention fit well with other programs in which the
child is already involved?
- Koegel
& Koegel (1996) discuss 11 important considerations for selecting
an intervention programs in their book Teaching Children with
Autism:
- All
interventions should be individualized, since children with
autism have various symptoms and differing responses
to interventions.
- Consider
the earliest possible intervention to prevent the emergence
of severe problems.
- Intervention
should take place primarily in the natural environment.
- Promote
the child’s motivation to overcome his or her disability.
- Conduct
analyses of the functions of each child’s behavior.
- Plan
and implement full school and community inclusion.
- Parental
participation is important.
- Plan
and evaluate the generalization and maintenance of intervention
gains.
- Coordinate
among intervention providers, educators, and parents.
- Promote
the child’s independence.
- Consider
the social significance of the intervention for the child
and family’s quality of life.
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