< My Thoughts >
Loving your children... keeping them safe...
& finding out how they learn is what parenting is all about!
Each child learns differently & each parent 'parents' differently.
This website hopefully becomes a continuing source of information for you.
When a child has difficulty learning about themselves & their world...
or, developing slowly it isn't always AUTISM.
And, if it is AUTISM... know that it's NO ONE'S fault.
The exact cause of AUTISM is yet unknown.
What is known is that it is a NEUROLOGICAL difference in the child's brain.
This difference is possibly caused by an interaction of genes & environment.
The child 's development pattern begins to look different from other children their same age.
This difference can be from mild to severe. From the passive 'quiet' child to the 'wild' child.
Getting to know your child & getting help is the key. Early intervention works!
(Listed by title on left side of Home Page)
A Series of Suggestions with < My Thoughts > by Sara Luker >:
How Will I Know?
#1 RED FLAGS & DEVELOPMENTAL CHECKLIST
Where To Go Next?
#2 SAFETY & SUPPORT
#3 PRIORITIZE WANTS & NEEDS
What To Do While You Wait?
#4 LOOK INTO PROGRAMS
#5 GETTING TO KNOW YOUR CHILD
/////
A Series of Suggestions with
< My Thoughts > by Sara Luker
&
Extended Book Reviews with
< My Thoughts > by Sara Luker
/////
Webpage Navigation on MENU
( 3 little horizontal lines in upper left-hand corner of the webpage screen ) for...
Home Page, Blog Pages, Gallery of Books, & List of Extended Book Reviews
with References & LINKS to websites about Autism & Amazon.com to view all books, if you wish..
(My Website Offers both PC & Mobil Versions)
/////
Loving your children... keeping them safe...
& finding out how they learn is what parenting is all about!
Each child learns differently & each parent 'parents' differently.
This website hopefully becomes a continuing source of information for you.
When a child has difficulty learning about themselves & their world...
or, developing slowly it isn't always AUTISM.
And, if it is AUTISM... know that it's NO ONE'S fault.
The exact cause of AUTISM is yet unknown.
What is known is that it is a NEUROLOGICAL difference in the child's brain.
This difference is possibly caused by an interaction of genes & environment.
The child 's development pattern begins to look different from other children their same age.
This difference can be from mild to severe. From the passive 'quiet' child to the 'wild' child.
Getting to know your child & getting help is the key. Early intervention works!
(Listed by title on left side of Home Page)
A Series of Suggestions with < My Thoughts > by Sara Luker >:
How Will I Know?
#1 RED FLAGS & DEVELOPMENTAL CHECKLIST
Where To Go Next?
#2 SAFETY & SUPPORT
#3 PRIORITIZE WANTS & NEEDS
What To Do While You Wait?
#4 LOOK INTO PROGRAMS
#5 GETTING TO KNOW YOUR CHILD
/////
A Series of Suggestions with
< My Thoughts > by Sara Luker
&
Extended Book Reviews with
< My Thoughts > by Sara Luker
/////
Webpage Navigation on MENU
( 3 little horizontal lines in upper left-hand corner of the webpage screen ) for...
Home Page, Blog Pages, Gallery of Books, & List of Extended Book Reviews
with References & LINKS to websites about Autism & Amazon.com to view all books, if you wish..
(My Website Offers both PC & Mobil Versions)
/////
#4A BEHAVIOR & COMMUNICATION PROGRAMS/INTERVENTIONS/THERAPIES (1 - 4 ) ABA, DIR, OT, PECS; with < My Thoughts > by Sara Luker:
The following programs, therapies & interventions are described in alphabetical order, without intent or suggestion of status or effectiveness –
< My Thoughts > Total of 8 PROGRAMS you may find under BEHAVIOR & COMMUNICATION (1-8).
The following programs, therapies & interventions are described in alphabetical order, without intent or suggestion of status or effectiveness –
< My Thoughts > Total of 8 PROGRAMS you may find under BEHAVIOR & COMMUNICATION (1-8).
- Applied Behavior Analysis (ABA)
- Developmental Individual Differences Relation-Based-Approach (aka DIR/Floortime)
- Occupational Therapy (OT)
- Picture Exchange Communication System (PECS).
- Relationship Development Intervention (RDI)
- Sensory Integration Therapy for Sensory Processing Disorder (SPD)
- Speech Therapy (ST)
- Treatment & Education of Autistic & related Communication-handicapped Children (TEAACH)
The following programs are described in alphabetical order, without intent or suggestion of status or effectiveness –
1. Applied Behavior Analysis (ABA) A well known treatment approach for people with Autism Spectrum Disorder (ASD) is called Applied Behavior Analysis (ABA). ABA has become widely accepted among health care professionals and used in many schools and treatment clinics. ABA encourages positive behaviors and discourages negative behaviors, in order to improve a variety of skills. The child’s progress is faithfully tracked and measured. Typically this therapy requires a long-term commitment. For a child under three years old, from 26 – 30 hours a week, in the home setting. Over three years old, from 30 – 40 hours per week. Age range is from 2 – 12 years old. Many insurance companies seem to be more familiar with this very intense type of behavioral therapy. Therefore, parents can often find the funding they need when ABA is part of the overall plan for their child’s intervention.
There are different types of therapies under the ABA umbrella.
Following are some examples (also shown in alphabetical order):
References used:
Rivard, M. & Forget, J. (2012). Verbal Behavior in Young Childrem with Autism Spectrum Disorders at the Onset of an Early Behavioral Intervention Program; The Psychological Record; 62: 165-186.
Ryan, J., Hughes, E., Katsiyannis, A., McDaniel, M. (2011). Research-Based Educational Practices for Students With Autism Spectrum Disorders; Teaching Exceptional Children; Nov./Dec. 2014.
Verschuur, R., Huskins, B., Verhoeven, L., Didden, R. (2017). Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment; Journal of Autism & Developmental Disabilities; 47:490-505.
1. Applied Behavior Analysis (ABA) A well known treatment approach for people with Autism Spectrum Disorder (ASD) is called Applied Behavior Analysis (ABA). ABA has become widely accepted among health care professionals and used in many schools and treatment clinics. ABA encourages positive behaviors and discourages negative behaviors, in order to improve a variety of skills. The child’s progress is faithfully tracked and measured. Typically this therapy requires a long-term commitment. For a child under three years old, from 26 – 30 hours a week, in the home setting. Over three years old, from 30 – 40 hours per week. Age range is from 2 – 12 years old. Many insurance companies seem to be more familiar with this very intense type of behavioral therapy. Therefore, parents can often find the funding they need when ABA is part of the overall plan for their child’s intervention.
There are different types of therapies under the ABA umbrella.
Following are some examples (also shown in alphabetical order):
- Discrete Trial Training (DTT) or Discrete Trial Intervention (DTI) (Under the ABA umbrella)
DTT is a style of teaching that uses a series of trials to teach each step of a desired behavior or response. Lessons are broken down into their simplest parts and positive reinforcement is used to reward correct answers and behaviors. Incorrect answers are ignored. This method targets eliciting first words in children with ASD who have little or no spoken language. For ages from 2 – 6 years old; 20 – 30 hours per week. - Early Intensive Behavioral Intervention (EIBI) (Under the ABA umbrella)
This is a type of ABA for very young children with an ASD, usually younger than 5 years old, and often younger than 3 years old. This is a one-on-one treatment based on EIBI theories and begins in the home setting, generalizing to the community as the child learns the desired replacement behaviors. Usually eligibility requires a recommendation from a psychologist or psychiatrist and a sustained partnership between the therapy team and the family. - Pivotal Response Training (PRT) (Under the ABA umbrella)
PRT aims to increase a child’s motivation to learn, monitor his own behavior, and initiate communication with others. It is designed to help the child reduce maladaptive behaviors that may interfere with functioning and replace them with a high level of adaptive skills. The child’s desire to obtain a reward is the key to this training. Rewards can be food, praise, playing a game or having another preferred activity. Positive changes in these behaviors should have widespread effects on other behaviors. Ages 2 – 6 years old and is usually part of the ABA process. PRT is considered to satisfy the criteria for ‘evidence-based’ practice. - Verbal Behavior Intervention (VBI) (Under the ABA umbrella)
VBI is a type of ABA that focuses on teaching verbal skills. One-on-one, 2 – 4 hour sessions continuing until the child is able to perform the fundamental speech functions. The child learns how to verbalize through – asking for needs and wants (Manding); labeling things (Tacting); reaching for and pointing to things (Motor imitation); asking and requesting things in a back-and-forth intentional conversation (Intraverbals); and following instructions to perform a task (Receptive tasks). Often used in conjunction with or before the Early Intensive Behavioral Intervention (EIBI) portion of the ABA program is taught. (Under the ABA umbrella). The benefit would be that the child learns that s/he can request and receive things without a tantrum or dragging a person to show them what object or activity they want or need. This reduces nonfunctional aggressive behaviors which can result in self-injury.
References used:
Rivard, M. & Forget, J. (2012). Verbal Behavior in Young Childrem with Autism Spectrum Disorders at the Onset of an Early Behavioral Intervention Program; The Psychological Record; 62: 165-186.
Ryan, J., Hughes, E., Katsiyannis, A., McDaniel, M. (2011). Research-Based Educational Practices for Students With Autism Spectrum Disorders; Teaching Exceptional Children; Nov./Dec. 2014.
Verschuur, R., Huskins, B., Verhoeven, L., Didden, R. (2017). Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment; Journal of Autism & Developmental Disabilities; 47:490-505.
2. Developmental, Individual Differences, Relationship-Based Approach (DIR; also called “Floortime” or Floortime Play)
Floortime Play Therapy focuses on emotional and relational development (feelings, relationships with caregivers). It also focuses on how the child deals with sights, sounds, and smells. This therapy usually takes place in six to ten 20 – 30 minutes sessions, daily; depending on the challenge involved. This works best for children from 2 – 5 years old and is tailored to strengthen the bond between the parent and the child.
The purpose of this therapy is to help the child with social relationships, mutual interactions, and behavior. It takes into account personality disorders and behavioral problems such as:
Floortime Play is a children’s game which lasts 20 – 30 minutes, but is not just for children. Parents, treatment team members, and even other family members work together on this integrated model. Because Floortime Play therapy empowers the whole family, it is said to lead to a more visible improvement for the whole family.
Retrieved from autism.about.com –
According to Dr. Stanley Greenspan, the originator of Floortime:
“What makes Floortime play different from typical play is that the parent is working and the child is having fun. Over time, the parent or the therapist will have fun too. You are challenging your child to do six things at once to the highest level the child can accomplish. He or she may not be capable of all six initially, but eventually we want to get them there.”
Retrieved from – autismresourcefoundation.org
Floortime helps children reach six developmental milestones crucial for emotional and intellectual growth. They are:
So basically, Floortime Play is a special kind of play where you are harnessing all these abilities of the child by tailoring your relationship to the child’s nervous system. You are having fun because you are following the child’s leads and interests. Then when the child looks at you or giggles or talks to you, it’s meaningful. It’s not contrived, it’s not forced, and it’s not a rote skill. That’s what makes Floortime Play special.
We call the model the “DIR Model” – because the “D” part means we focus directly on whether the child needs more work on engagement or two-way communication. The “I” is focusing in on their individual ways of their biologically based ways of dealing with sensations like being over or under reactive. The “R” is learning relationships that are tailored to their nervous system, and meet them where they are at their developmental level. So that’s what makes it a special kind of play.
Reference used:
Aali, S., Yazdi, S., Abdekhodael, M. Chamanabad, A., Moharreri, F. (2015). Developing a Mixed Family-focused Therapy Based on Integrated Human Development Model & Comparing Its Effectiveness with Floortime Play-therapy; Fundamentals of Mental Health; March/April; p. 87-98
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Floortime Play Therapy focuses on emotional and relational development (feelings, relationships with caregivers). It also focuses on how the child deals with sights, sounds, and smells. This therapy usually takes place in six to ten 20 – 30 minutes sessions, daily; depending on the challenge involved. This works best for children from 2 – 5 years old and is tailored to strengthen the bond between the parent and the child.
The purpose of this therapy is to help the child with social relationships, mutual interactions, and behavior. It takes into account personality disorders and behavioral problems such as:
- agitated and irritable mood
- low adaptability
- lack of self-caring ability
- lingual complications
- various learning disabilities
Floortime Play is a children’s game which lasts 20 – 30 minutes, but is not just for children. Parents, treatment team members, and even other family members work together on this integrated model. Because Floortime Play therapy empowers the whole family, it is said to lead to a more visible improvement for the whole family.
Retrieved from autism.about.com –
According to Dr. Stanley Greenspan, the originator of Floortime:
“What makes Floortime play different from typical play is that the parent is working and the child is having fun. Over time, the parent or the therapist will have fun too. You are challenging your child to do six things at once to the highest level the child can accomplish. He or she may not be capable of all six initially, but eventually we want to get them there.”
Retrieved from – autismresourcefoundation.org
Floortime helps children reach six developmental milestones crucial for emotional and intellectual growth. They are:
- Self-regulation and interest in the world
- Intimacy, or engagement in human relations
- Two-way communication
- Complex communication
- Emotional ideas
- Emotional thinking
So basically, Floortime Play is a special kind of play where you are harnessing all these abilities of the child by tailoring your relationship to the child’s nervous system. You are having fun because you are following the child’s leads and interests. Then when the child looks at you or giggles or talks to you, it’s meaningful. It’s not contrived, it’s not forced, and it’s not a rote skill. That’s what makes Floortime Play special.
We call the model the “DIR Model” – because the “D” part means we focus directly on whether the child needs more work on engagement or two-way communication. The “I” is focusing in on their individual ways of their biologically based ways of dealing with sensations like being over or under reactive. The “R” is learning relationships that are tailored to their nervous system, and meet them where they are at their developmental level. So that’s what makes it a special kind of play.
Reference used:
Aali, S., Yazdi, S., Abdekhodael, M. Chamanabad, A., Moharreri, F. (2015). Developing a Mixed Family-focused Therapy Based on Integrated Human Development Model & Comparing Its Effectiveness with Floortime Play-therapy; Fundamentals of Mental Health; March/April; p. 87-98
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3. Occupational Therapy –
Retrieved from: occupationaltherapyot.com
Occupational therapy teaches skills that help the person live as independently as possible. The role of the Occupational Therapist is to promote, maintain, and develop the skills needed by the autistic child to be function at home, at school, and beyond. Length, and number of therapy sessions per week are determined by the child’s age and need; also will vary in time and setting.
Occupational Therapist services for the autistic child include assessment, intervention and follow- up. Therapists help with feeding/eating skills, dressing and toileting skills, as well as educational, playing and social activities. Some autistic children find it difficult to process and act upon information received through the sensory process while performing everyday tasks. This can result in motor coordination difficulties, behavioral issues, cognitive impairment, anxiety, learning difficulties and more.
Retrieved from: occupationaltherapyot.com
Occupational therapy teaches skills that help the person live as independently as possible. The role of the Occupational Therapist is to promote, maintain, and develop the skills needed by the autistic child to be function at home, at school, and beyond. Length, and number of therapy sessions per week are determined by the child’s age and need; also will vary in time and setting.
Occupational Therapist services for the autistic child include assessment, intervention and follow- up. Therapists help with feeding/eating skills, dressing and toileting skills, as well as educational, playing and social activities. Some autistic children find it difficult to process and act upon information received through the sensory process while performing everyday tasks. This can result in motor coordination difficulties, behavioral issues, cognitive impairment, anxiety, learning difficulties and more.
4. Picture Exchange Communication System (PECS)
PECS uses picture symbols (visual supports on cards, pages or in books) to teach communication skills. The learner is taught to use picture symbols to ask for objects or activities, ask and answer questions, and have a conversation. In 20 – 30 minute sessions, children learn a communication system where they exchange different symbols with a partner as a means to communicate a ‘want’.
PECS is intended to increase speech, language, social and communicative development for persons from 2 yrs. to adult. Sometimes PECS becomes a part of a Speech Therapy Program for the child with autism.
Four main communication behaviors are addressed –
This intervention is taught in six phases by a trained ‘communicative partner’ and has ‘visual supports’ which can be made or purchased readymade.
Retrieved from: Picture Exchange Communication System: Steps for Implementation; Page 16 of 16; National Professional Development Center on ASD (2010) –
PECS is taught in six phases. In Phase 1 the learner is to look at, reach for, pick up, and hand the picture/symbol to their communication partner. These basic skills are needed to effectively communicate using PECS exchange system. As the child moves through the Phases, gesture/mild touch physical assistance and verbal prompts fade to allow for independent exchanges between child and communication partner.
Once learners have progressed through all six phases of PECS training, they are fairly proficient in seeking their communication book, discriminating among pictures, constructing sentence strips, finding a communication partner, and completing the exchange.
PECS can also be used through an iPad program or Augmentative/Alternative Communication (AAC) device.
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These are the first 4 programs; ABA, DIR, OT, PECS. The next 4 programs that will be described are... RDI, SPD, ST, TEAACH.
PECS uses picture symbols (visual supports on cards, pages or in books) to teach communication skills. The learner is taught to use picture symbols to ask for objects or activities, ask and answer questions, and have a conversation. In 20 – 30 minute sessions, children learn a communication system where they exchange different symbols with a partner as a means to communicate a ‘want’.
PECS is intended to increase speech, language, social and communicative development for persons from 2 yrs. to adult. Sometimes PECS becomes a part of a Speech Therapy Program for the child with autism.
Four main communication behaviors are addressed –
- Picture requests
- Imitated verbalizations
- Picture discrimination
- Related speech
This intervention is taught in six phases by a trained ‘communicative partner’ and has ‘visual supports’ which can be made or purchased readymade.
Retrieved from: Picture Exchange Communication System: Steps for Implementation; Page 16 of 16; National Professional Development Center on ASD (2010) –
PECS is taught in six phases. In Phase 1 the learner is to look at, reach for, pick up, and hand the picture/symbol to their communication partner. These basic skills are needed to effectively communicate using PECS exchange system. As the child moves through the Phases, gesture/mild touch physical assistance and verbal prompts fade to allow for independent exchanges between child and communication partner.
Once learners have progressed through all six phases of PECS training, they are fairly proficient in seeking their communication book, discriminating among pictures, constructing sentence strips, finding a communication partner, and completing the exchange.
PECS can also be used through an iPad program or Augmentative/Alternative Communication (AAC) device.
////
These are the first 4 programs; ABA, DIR, OT, PECS. The next 4 programs that will be described are... RDI, SPD, ST, TEAACH.
NOTE about: “Programs, Therapies, & Interventions”
Information about INTERVENTIONS, THERAPIES, PROGRAMS, and/or TREATMENTS is presented without intent or suggestion of status or effectiveness; or even with the title of an autism ‘intervention’. Most places in the literature and even in some laws, the word ‘intervention’ is used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence with ‘autism’ may imply ‘cure’ or ‘long-term’ effect. That is NOT the intention here.
Autism ‘intervention’ as with the phrase, “Early Detection / Early Intervention” may simply mean an ‘action’, or an attempt to ‘change a course’ or trajectory of autism. Also, the expectation for success is that all ‘interventions/therapies/programs will have the cooperation of the participant, the parent, and/or the assigned therapist.
There are many different types of treatment programs, interventions, and services being tried by parents and schools. Also, your child’s challenges may require having several non-competing therapies at once. Therefore, carefully consider the cost and time involved for your child and your family. Be very careful to fully understand your obligations. To some, AUTISM is a business. So, remember that gym/spa membership you paid for every month for three years, even though you only went there a few times? You could find yourself in the same type of situation here.
Disclaimer: Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before us. Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.
Recently, I have added “What to Do While You Wait” to the website. This collection of information is for educational purposes only; to begin your investigation and search for knowledge. My hope is that you will not feel alone when dealing with the mysteries of Autism Spectrum Disorder.
Regards,
Sara Luker
Information about INTERVENTIONS, THERAPIES, PROGRAMS, and/or TREATMENTS is presented without intent or suggestion of status or effectiveness; or even with the title of an autism ‘intervention’. Most places in the literature and even in some laws, the word ‘intervention’ is used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence with ‘autism’ may imply ‘cure’ or ‘long-term’ effect. That is NOT the intention here.
Autism ‘intervention’ as with the phrase, “Early Detection / Early Intervention” may simply mean an ‘action’, or an attempt to ‘change a course’ or trajectory of autism. Also, the expectation for success is that all ‘interventions/therapies/programs will have the cooperation of the participant, the parent, and/or the assigned therapist.
There are many different types of treatment programs, interventions, and services being tried by parents and schools. Also, your child’s challenges may require having several non-competing therapies at once. Therefore, carefully consider the cost and time involved for your child and your family. Be very careful to fully understand your obligations. To some, AUTISM is a business. So, remember that gym/spa membership you paid for every month for three years, even though you only went there a few times? You could find yourself in the same type of situation here.
Disclaimer: Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before us. Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.
Recently, I have added “What to Do While You Wait” to the website. This collection of information is for educational purposes only; to begin your investigation and search for knowledge. My hope is that you will not feel alone when dealing with the mysteries of Autism Spectrum Disorder.
Regards,
Sara Luker