Early Intervention
Autism Tasmania's views on autism intervention methodologies for children:
• Educational services be based on sound evidence and quality indicators and that they be responsive to all children across the autism spectrum, including children with Asperger's disorder who are frequently not diagnosed until they are at school;
• There is no one program that suits all children and their families, as each child with autism will have a different pattern of strengths and needs, just as each family will differ in their goals, strengths and needs;
• A range of educational approaches and settings are required for children with an autism spectrum disorder, based on the specificneeds of each child. For most children this will range from specialised autism-specific programs to mainstream programs with appropriate adjustments. There is a significant minority of children who will require very specific help through home-based programs and/or distance education, to enable them to reach appropriate educational goals for participation in formal educational settings.
• It is important for families to be fully informed and make independent choices about the intervention that best suits their child and family's needs. For example, the published Guidelines for Best Practice for Early Intervention provide an important reference to help parents, carers and professionals judge the value of a program for a particular child;
• Family members, especially parents, need support and information from
professionals involved in a child's intervention program, so they can work as valued partners and gain the skills necessary to be actively involved;
• Intensive educational and behavioural interventions have produced positive outcomes for children on the autism spectrum, while there is little supporting evidence for other kinds of programs, or for dietary, medical or drug treatment. Many families, however, do try a variety of alternative therapies.
• For early intervention, the most systematic evidence available has come from evaluations of intensive behavioural interventions [IBI] as individualised programs involving the systematic use of ABA techniques, including Discrete Trial Training [DTT], usually delivered on a one-to-one basis for at least 20 hours each week. These evaluations have shown improved learning and behavioural development in a significant proportion of children. The Lovaas program, which evolved from Dr Ivor Lovaas' groundbreaking study published in 1987, is one example of this approach.
• Behavioural teaching, based on ABA methods, need not necessarily be intensive
and one-on-one
and there are many situationswhere it is used in conjunction with other techniques.
Teaching living skills such as toilet training and managing problem behaviours are examples;
• Governments have a fundamental obligation to assist families with the financial and logistical demands that are placed onthemwhen they participate in an autism intervention program for their child. Many families cannot do it alone. For example, theFederal Government's Helping Children with Autism initiative recognises this with its recent announcements of Medicare rebates for diagnosis, treatment plans and access to specialist services and thesubsidies that will enable more families to access early childhood intervention services.
Reference sources:
Roberts, J. M. A. & Prior, M. [2006] - A review of the research to identify the most effective models of practice in early intervention for children with autism spectrum disorder. Australian Government, Dept of Health & Ageing.
Prior, M. & Roberts, J. M. A. [2006] - Early Intervention for Children with Autism Spectrum Disorders: Guidelines for Best Practice.
Australian Government, Dept of Health & Ageing.
Australian Advisory Board on Autism Spectrum Disorders - National Call to Action, 2008
O'Reilly, B & Smith, S. [2008] - Australian Autism Handbook
This document published by the Committee of Autism Tasmania Inc on 7July 2008.
Applied Behaviour Analysis (ABA) is a carefully programmed and constructed intensive teaching method. It is being used to assist children who have been diagnosed with an Autism Spectrum Disorder. It is used to build socially useful repertoires and reduce problematic ones. ABA focuses on teaching small measurable units of behaviour systematically. Every skill the child does not demonstrate, from relatively simple responses like looking at others, to complex communication and social interaction is identified then broken down into small steps and taught with a view to teaching the prerequisite skills needed to be successfully integrated into mainstream schools and assist those already in the education system.Currently there are 24 families around Tasmania who have adopted the program and this number continues to increase with every child showing improvement. A Clinical Psychologist visits Tasmania regularly to assess children's progress and to give guidance and direction with individual family programs. Behavioural Intervention For Young Children with Autism is the manual to guide families undertaking the program. This book has been edited by Catherine Maurice (author of "Let Me Hear Your Voice") as well as Gina Green andStephen C. Lee, Catherine Maurice is a mother of two children with a diagnosis of autism spectrum disorder who after completing the program no longer met the diagnostic criteria. The book is a training manual detailing the principles of ABA and comprises of ..
• Research summary
• Selecting teaching programs
• Teaching new skills
• Identifying qualified professionals
• Practical support
• Working with your speech pathologist
• Case studies delete
For school age children "placement of students with disabilities in regular schools is the preferred educational option in Tasmania" To assist teachers in the assessment, educational planning and management of students with autism. spectrum disorder, the Department of Education, Community and Cultural Development employs a number of Autism Consultants.
