Teaching and Tech Tinkerings of a Special Educator: 11 Autism Treatments That Really Work- Part III

Saturday, March 13, 2010

11 Autism Treatments That Really Work- Part III

Five More Treatments That Earned the NAC Stamp of Approval

Here are the final five treatments recommended by the National Autism Center (NAC) in its recent report (2009.) To qualify as a recommended, or "established" treatment, the intervention had to undergo rigorous review.

Peer Training Package

Peer trainers, classmates or siblings of children with autism, are responsible for "facilitating play and social interactions" with children with autism after they receive instruction.

A school counselor works with a group of teenagers in a social group after school. The group involves social outings for students with and without disabilities. Mirabelle, a 13-year-old with Asperger's syndrome, benefits from being paired with Lacita, a teenage peer helper who models social skills prior to and during the outings. Lacita also helps Mirabelle with conversation skills by directly telling her that it is time to change topics and letting her know what nonverbal cues she was giving that hinted at the conversation needing a topic switch.

Pivotal Response Treatment

Pivotal skills are behaviors that are critical and have a synergistic effect on a child's development. Examples include responding to multiple cues, improving motivation, and self-initiation (e.g. asking questions).

Photo by WoodleyWonderWorks at Flickr.com

Juan is a 5-year-old with autism. His teacher is working with him to increase his ability to respond to multiple cues. He is learning the names of his classmates. Because Juan is overselective to stimuli, he usually attends to one cue to the exclusion of others. For example, when he is shown a picture, shown a name in print, told the name, and shown the student in front of him, Juan only focuses on the printed name. Therefore, when he is just shown the picture of the student, he is unable to identify the student. The teacher emphasizes various stimuli by introducing and pairing only one of the stimuli with the actual student at a time. She eventually alternates the presented stimuli (printed name, spoken name, photo of the student) so Juan learns to respond to the multiple cues.

Schedules

The use of schedules, as intended by the National Autism Center's report, refers to breaking down activities into their steps and providing a list of these steps. A visual schedule may be in written, pictorial, photograph, or even object form.

A 4-year-old with autism is learning to wash his hands. Above the sink at home, his parents have posted photographs of the steps involved in washing his hands. As they are teaching him to wash his hands, they point to each step on the schedule.

Self-Management

Individuals are encouraged to regulate their own behavior by setting their own goals and recording how often behaviors occur (or do not occur.)

Tyrone, a middle school student with autism, works with a special education teacher to set goals for his behavior. He has been getting into trouble in English class for repeatedly calling out. He decides he wants to work on decreasing this behavior. He and his special education teacher develop a weekly sheet on which he will tally the number of times he calls out and the number of times he wants to call out but does not. They will review the results of the data at the end of each week.

Story-Based Intervention Package

Carol Gray's Social Stories^TM are the best-known story-based interventions used with individuals with autism. They are usually brief stories that assist a person in navigating a social situation. For a detailed explanation, visit The Gray Center.

Michael, a 7-year-old with autism, is going to the dentist. His parents write a story, which is accompanied by illustrations, to assist in alleviating his anxiety about the visit and to help him know how what his role is in the visit. Here is a paragraph from his story:

By Suat Eman
When the dentist is cleaning my teeth, I will keep my arms at my sides. The dentist likes my arms to be away from my mouth so she can see what she is doing. I will try to stay still. The dentist is able to be more gentle when I do not wiggle. She wants to be gentle.

Do you have a favorite intervention from the 11 Autism Treatments That Really Work? An experience with one of the treatments that you would like to share? Send a comment.

11 Autism Treatments That Really Work- Part I
11 Autism Treatments That Really Work- Part II