Who are the key stakeholders
¢Children and adults with ASD ¢Parents, families ¢Educators ¢Occupational Therapists ¢Physiotherapists ¢Psychologists ¢Key Workers ¢Medical & Nursing Staff ¢Greater Community ¢Society
What intervention to choose?
¢Children and Adults with ASD benefit from a range of interventions/approaches. ¢Intervention/approaches include structured teaching, prompting, modelling, reinforcement, discrete trial training, peer mediated interventions, behavioural interventions and assistive technology. ¢An openness to “giving it a go” is essential. ¢An eclectic approach can often work best: this means taking the best of each intervention/approach and combining…
Teaching and Education of Autistic and Related Communication Handicapped Children: TEACCH (Eric Shopler, Mesibov et al, 1970s)
¢Behavioural difficulties are viewed as an individual’s inability to cope with the environment. ¢Based on using a structured learning environment to teach new skills. ¢Physical structure is key. ¢Visual timetables, class & individual schedules and organised work stations are all used. ¢https://teacch.com
Applied Behaviour Analysis: ABA (Skinner, Lovaas et al)
¢ABA is the study of behaviour. ¢Skills are broken down into component parts. ¢A cue is presented. ¢A prompt may be introduced. ¢Reinforcers are given when the target response has been achieved. ¢Opportunities to generalise responses are provided. ¢Data from each performance are recorded. ¢Active family participation is key. ¢https://www.autismspeaks.org/applied-behavior-analysis-aba-0
Picture Exchange Communication System: PECS (BONDY & FROST)
¢The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures. ¢People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. ¢Phases go from simple picture requests to commenting on what “I see, I…
Pivotal Response Therapy: PRT (KOEGEL & KOEGEL)
¢Provide the individual with a choice of activities. ¢Provide direct and natural reinforcers. ¢Reward attempts to participate. ¢Intersperse the acquisition of tasks/skills with those tasks/skills being maintained. ¢https://www.autismspeaks.org/pivotal-response-treatment-prt-0
Mobile Digital Technology: MDT(Crawford)
¢This is the use of ipads, iphones, computer devices to combine ¢Visual/Videos ¢Verbal support ¢Written checklists ¢Incidental teaching and learning ¢Reflective Practice ¢Documentation ¢See www.getautismactive.com
Daily life Therapy (KITAHARA)
¢Consists of five main elements: ¢Instruction in groups ¢Instruction based on imitation of others ¢Highly structured routine activities ¢Rigorous physical exercise ¢A curriculum that focuses on movement, music and art ¢Continuous repetition of actions and activities is promoted. ¢www.researchautism.net/interventions/38/daily-life-therapy-and-autism
The Son Rise Programme (KAUFMANN)
¢This programme is described as parent led, play based therapy. ¢Parents take their cues from their child and build engagement together. ¢Gentle teaching, exaggerated responses and imitation are used to engage the child/adult. ¢https://autismtreatmentcenter.org