DEFINITION OF THE WORD SPECTRUM: A range of different positions, opinions, etc. between two extreme points
All professionals in the field of childhood development agree that if a child is diagnosed with Autism Spectrum Disorder (ASD), then early intervention is vital in order to successfully adapt, learn necessary skills and gain behavioral regulation.
Experts also agree with certainty that a child with Autism typically requires Occupational Therapy and Speech Therapy as a solid start in the right direction too.
The tricky part, which experts don’t always agree on, is which method of intervention are most effective for a child diagnosed with Autism. Some will state that the only way forward is an approach called ABA (Applied Behavior Analysis), VBA (Verbal Behavioural Analysis) or (PRT) Pivotal Response Training. Others favor models such as PLAY therapy, DIR-Floortime (Developmental, Individualised, Relationship-based model), or even the SON-RISE programme which is mainly used by parents in a home environment.
A multi-disciplinary approach is usually the best way for a child to progress at home and school. This means that any of above mentioned therapies and models combined may benefit a child on the Autism Spectrum.
What works for ONE may not work for ALL…
Each child is an individual, your friend may see tremendous improvement in their child’s therapy intervention choice and recommend it highly but it may not be suitable for your child. Perhaps it’s the style being used, the age of the child, the personality of the child or simply your child just hasn’t bonded with that particular therapist. All children, including children on the Spectrum, have likes and dislikes that can cause them to feel less connected to the task of acquiring new skills.
BEFORE CHOOSING A PARTICULAR METHOD OF INTERVENTION
Consider what is right for your child’s current needs
Listen carefully to the different approaches being offered
Don’t be afraid to ask questions!
Make an informed choice
WHAT SHOULD PARENTS LOOK OUT FOR
When children with Autism start out with therapy or programmes there is typically a settling in period which is common among all children of all ages and diagnosis. That is normal and to be expected as they may be in a new setting, with a new person and anxious about what will happen next. They may act out sometimes or disengage which could be considered as negative behaviour however: –
- All therapy, even behavioural, should be fun! Even if a task is challenging or disliked by the child, the therapist should have enough strategies and skills to encourage the child to engage in tasks plus rewards that stimulate a child’s motivation to learn more.
- The child should have a good relationship with their therapist and want to spend time playing or acquiring skills with them.
- Sessions and activities should be changed regularly even if the session goals remain the same.
- Modelling better choices and behaviours is the best way to deal with negative behaviours. Sometimes that means praising a child for the behavior that is desirable more regularly such as sitting well, using their words, looking carefully and engaging in activities.
- Expectations, intonation and language of the therapist should be positive and upbeat.
- Negative behaviour shouldn’t be dealt with by punishing a child or taking away rewards, stickers or favourite toys.
ASK the therapist if your child has a behavioural plan
ASK to see your child’s behavioural plans so that you can see similar techniques at home
ASK about therapy goals. Your therapist should clearly outline all goals after an assessment
ASK what techniques family members can do at home. Your therapist should want consistency for a successful outcome
COMMON MISCONCEPTIONS
There are a lot of sweeping statements and misconceptions about Autism.
Some experts say, we have to cure if you do this treatment or this intervention plan. Others say, Autism is for life, and you cannot lose the diagnosis. Some say children with Autism can’t make eye contact, hug or that they don’t have empathy. A few say, a child’s capacity to learn is limited after the age 7. All these and more, are actually common misconceptions. ALL CASES ARE UNIQUE.