#4B1 Programs/Interventions/Therapies (5-8): DRI, SPD, ST, TEAACH, & CBT with < My Thoughts > by Sara Luker
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
////
Webpage Navigation on MENU
( 3 little horizontal lines in upper left-hand corner of the webpage screen ) for...
See Home Page, Blog Page, 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)
////
#4B - Continued... PROGRAMS, THERAPIES & INTERVENTIONS
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 > … 8 PROGRAMS you may find under BEHAVIOR & COMMUNICATION –
< My Thoughts > Here are a few thoughts of parents, regarding early intervention programs.
Carlon, Carter, & Stephenson (2015) say that parents reported in a study of 62 parents that they didn’t pick a program on the recommendation of others. They felt there was enough ‘empirical’ information out their now to make an informed decision. This study found that the most frequently used programs… and these were often used simultaneously, were Applied Behavior Analysis (ABA), Relationship Development Intervention (RDI) & Complementary & Alternative Medical treatments (CAM); along with some support for Sensory Processing (sometimes called Sensory Integration Therapy).
Note: Understand that many of these programs have therapists holding long sessions in your home, while you are present. If you have siblings or other children present too, this can be problematic. Sometimes these program sessions can be also held at school with trained staff. The problem there can be that of ‘continuity’ and ‘fidelity’ to your child’s individual program. The staff may not be dedicated to that program alone, and/or may work with your child in a group setting. Also, there could be a lack of program continuity due to school holidays and extended breaks. Just saying
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
////
Webpage Navigation on MENU
( 3 little horizontal lines in upper left-hand corner of the webpage screen ) for...
See Home Page, Blog Page, 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)
////
#4B - Continued... PROGRAMS, THERAPIES & INTERVENTIONS
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 > … 8 PROGRAMS you may find under BEHAVIOR & COMMUNICATION –
- 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)
< My Thoughts > Here are a few thoughts of parents, regarding early intervention programs.
Carlon, Carter, & Stephenson (2015) say that parents reported in a study of 62 parents that they didn’t pick a program on the recommendation of others. They felt there was enough ‘empirical’ information out their now to make an informed decision. This study found that the most frequently used programs… and these were often used simultaneously, were Applied Behavior Analysis (ABA), Relationship Development Intervention (RDI) & Complementary & Alternative Medical treatments (CAM); along with some support for Sensory Processing (sometimes called Sensory Integration Therapy).
Note: Understand that many of these programs have therapists holding long sessions in your home, while you are present. If you have siblings or other children present too, this can be problematic. Sometimes these program sessions can be also held at school with trained staff. The problem there can be that of ‘continuity’ and ‘fidelity’ to your child’s individual program. The staff may not be dedicated to that program alone, and/or may work with your child in a group setting. Also, there could be a lack of program continuity due to school holidays and extended breaks. Just saying
#4B Programs, Therapies, & Interventions, Continued (5-8): DRI, SPD, ST, TEAACH, & CBT with < My Thoughts > by Sara Luker. (THERAPY PROGRAMS in previous posting… (1-4) ABA, DIR, OT, PECS. This posting… (5-8) RDI, SPD, ST, TEAACH)
5. Relationship Development Intervention (RDI)
RDI is a model which teaches parents how to guide their child in a reciprocal relationship. Most families spend 2 ½ hours daily participating and making meaningful changes to their lives. RDI takes place in the family’s unique cultural home setting and usually lasts for an initial period of 30+ weeks.
This relationship focused process addresses the key core autism issues of motivation, communication, self-awareness, and flexible thinking. According to Mahoney & Perales (2003), parents are taught to enhance their use of responsive interactive strategies during routine interactions with their children.
This study showed that RDI helped over 200 children diagnosed with autism, mild & moderate delays, and at-risk children due to prematurity or poor environmental conditions. It also took into account the child’s temperament when teaching parents how to respond to everyday events. Some parents reported that they liked learning new strategies which helped them build a relationship with their child and deal with challenging behaviors. Other parents felt that making them the ‘therapist’ so to speak, added too much stress to an already stressful life. Know that siblings can learn this process too.
Reference used:
Mahoney, G., Perales, F. (2003). Using Relationship-Focused Intervention to Enhance the Social-emotional Functioning of Young Children with Autism Spectrum Disorders; Topics in Early Childhood Special Education; Vol.23:2 77-89.
5. Relationship Development Intervention (RDI)
RDI is a model which teaches parents how to guide their child in a reciprocal relationship. Most families spend 2 ½ hours daily participating and making meaningful changes to their lives. RDI takes place in the family’s unique cultural home setting and usually lasts for an initial period of 30+ weeks.
This relationship focused process addresses the key core autism issues of motivation, communication, self-awareness, and flexible thinking. According to Mahoney & Perales (2003), parents are taught to enhance their use of responsive interactive strategies during routine interactions with their children.
This study showed that RDI helped over 200 children diagnosed with autism, mild & moderate delays, and at-risk children due to prematurity or poor environmental conditions. It also took into account the child’s temperament when teaching parents how to respond to everyday events. Some parents reported that they liked learning new strategies which helped them build a relationship with their child and deal with challenging behaviors. Other parents felt that making them the ‘therapist’ so to speak, added too much stress to an already stressful life. Know that siblings can learn this process too.
Reference used:
Mahoney, G., Perales, F. (2003). Using Relationship-Focused Intervention to Enhance the Social-emotional Functioning of Young Children with Autism Spectrum Disorders; Topics in Early Childhood Special Education; Vol.23:2 77-89.
6. Sensory Integration Therapy
Sensory integration therapy helps the person deal with sensory information, like sights, sounds, and smells. Sensory integration therapy could help a child who is bothered by certain sounds or does not like to be touched. These therapies are based on the unproven theory that people with autism spectrum disorder have a sensory processing disorder that causes problems tolerating or processing sensory information, such as touch, balance and hearing.
Some sensory-seeking behavior is only satisfied by great big deep pressure hugs, and the child performing tics (Tics are odd behaviors which occur when the child is excited or over stimulated; such as head nodding or jerking, eye blinks, or lip smacking). Therapists use brushes, squeeze toys, trampolines and other materials to stimulate these senses. These therapies are not always effective, but it's possible they may offer some benefit when used along with other treatments.
According to Bogdashina & Casanova (2016), recent research has provided evidence for the sensory theory of autism and the possibility of diagnosing autism in very young children, if the ‘sensory symptoms’ are taken into account. Research evidence indicates that sensory perceptual differences may be among the first signs of autism in young children.
For example, behaviors such as rocking and rhythmic head banging, spinning objects or perimeter hugging (especially in large spaces), and the need to touch everything in a room before settling down, are typical for both autistic children and those with visual impairments.
Reference used:
Bogdashina, O. & Casanova (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Different Sensory Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
Sensory integration therapy helps the person deal with sensory information, like sights, sounds, and smells. Sensory integration therapy could help a child who is bothered by certain sounds or does not like to be touched. These therapies are based on the unproven theory that people with autism spectrum disorder have a sensory processing disorder that causes problems tolerating or processing sensory information, such as touch, balance and hearing.
Some sensory-seeking behavior is only satisfied by great big deep pressure hugs, and the child performing tics (Tics are odd behaviors which occur when the child is excited or over stimulated; such as head nodding or jerking, eye blinks, or lip smacking). Therapists use brushes, squeeze toys, trampolines and other materials to stimulate these senses. These therapies are not always effective, but it's possible they may offer some benefit when used along with other treatments.
According to Bogdashina & Casanova (2016), recent research has provided evidence for the sensory theory of autism and the possibility of diagnosing autism in very young children, if the ‘sensory symptoms’ are taken into account. Research evidence indicates that sensory perceptual differences may be among the first signs of autism in young children.
For example, behaviors such as rocking and rhythmic head banging, spinning objects or perimeter hugging (especially in large spaces), and the need to touch everything in a room before settling down, are typical for both autistic children and those with visual impairments.
Reference used:
Bogdashina, O. & Casanova (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Different Sensory Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
7. Speech Therapy
Speech therapy helps to improve the person’s communication skills. These therapists are usually Speech Language Pathologists. Some people with autism are able to learn verbal communication skills. For others, using signing gestures, picture boards, electronic ‘talkers’, rhythmic songs, and/or lip and tongue exercises work too. The speech therapist works on any oral-motor difficulty the child may have. Therapists work on the child’s expressive language and try to bring it equal to his or her cognitive level. In other words, your child may understand more that can be expressed with his or her current language skills.
Professionals, such as a Speech Therapist can determine if your child has a learning disability. Common to autism or autism-like symptoms are Auditory and Visual Processing problems. In other words, your child’s ears and eyes may be working just fine, but their brain is not properly receiving the information that they are sending. In order for a child to have good ‘receptive language’ he or she must also have good auditory and visual processing abilities. Sometimes, children cannot identify the sounds they are hearing. Nor do they always have the visual depth perception necessary to help them coordinate during motor activities.
Lee & Hyun (2015) share that in the language therapy field, video and audio content are used as teaching media; as well as communication-assisting technology. In addition this Augmentative and Alternative Communication System (AAC) allows users to have virtual peers and avatars to encourage learning, listening to others, turn-taking and other social skills connected to language.
Now, added to this, is an intelligent robot with an evolved capability for entertainment while providing direct interaction with learners. Besides conversational language, Special Friend iRobiQ has a conversational function which can be delivered in a ‘script approach method’. A hand washing script would start – “Turn on the water”…”Wash hands with soap”… ”Wash hands with water”… ”Wipe hands on towel”… This can be paused or repeated as necessary.
The program also helps therapists and parents because it has an added feature of monitoring the child’s speech function, collecting data and compiling reports. Another reason therapists find this useful is that the robot seems like a toy to the participant and is conversationally predictive. Special Friend iRobiQ is not intimidating and has a capacity for direct interaction without the human emotions, attitudes, facial expressions or other subtle information the human may have which could be confusing to the child.
Sicile-Kira (2014) tells us that there are many apps that have been developed for tablets and smartphones, such as the iPad and iPhone. Augmentative/Alternative Communication (AAC) devices are costly, but they may be covered by insurance. Augmentative devices are used mostly to supplement speech, while Alternative devices are used when there is little or no speech. For information on these devices go to https://www.asha.org/public/speech/disorders/AAC/ which may be recommended for your child. Treatment for particular symptoms, such as speech therapy for language delays, often does not need to wait for a formal ASD diagnosis. While early intervention is extremely important, intervention at any age can be helpful.
Reference used:
Lee, H. & Hyun, E. (2015). The Intelligent Robot Contents for Children with Speech-Language Disorder; Educational Technology & Society; V. 18:3; p 100-113.
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, New York: Penguin Random House Company.
Speech therapy helps to improve the person’s communication skills. These therapists are usually Speech Language Pathologists. Some people with autism are able to learn verbal communication skills. For others, using signing gestures, picture boards, electronic ‘talkers’, rhythmic songs, and/or lip and tongue exercises work too. The speech therapist works on any oral-motor difficulty the child may have. Therapists work on the child’s expressive language and try to bring it equal to his or her cognitive level. In other words, your child may understand more that can be expressed with his or her current language skills.
Professionals, such as a Speech Therapist can determine if your child has a learning disability. Common to autism or autism-like symptoms are Auditory and Visual Processing problems. In other words, your child’s ears and eyes may be working just fine, but their brain is not properly receiving the information that they are sending. In order for a child to have good ‘receptive language’ he or she must also have good auditory and visual processing abilities. Sometimes, children cannot identify the sounds they are hearing. Nor do they always have the visual depth perception necessary to help them coordinate during motor activities.
Lee & Hyun (2015) share that in the language therapy field, video and audio content are used as teaching media; as well as communication-assisting technology. In addition this Augmentative and Alternative Communication System (AAC) allows users to have virtual peers and avatars to encourage learning, listening to others, turn-taking and other social skills connected to language.
Now, added to this, is an intelligent robot with an evolved capability for entertainment while providing direct interaction with learners. Besides conversational language, Special Friend iRobiQ has a conversational function which can be delivered in a ‘script approach method’. A hand washing script would start – “Turn on the water”…”Wash hands with soap”… ”Wash hands with water”… ”Wipe hands on towel”… This can be paused or repeated as necessary.
The program also helps therapists and parents because it has an added feature of monitoring the child’s speech function, collecting data and compiling reports. Another reason therapists find this useful is that the robot seems like a toy to the participant and is conversationally predictive. Special Friend iRobiQ is not intimidating and has a capacity for direct interaction without the human emotions, attitudes, facial expressions or other subtle information the human may have which could be confusing to the child.
Sicile-Kira (2014) tells us that there are many apps that have been developed for tablets and smartphones, such as the iPad and iPhone. Augmentative/Alternative Communication (AAC) devices are costly, but they may be covered by insurance. Augmentative devices are used mostly to supplement speech, while Alternative devices are used when there is little or no speech. For information on these devices go to https://www.asha.org/public/speech/disorders/AAC/ which may be recommended for your child. Treatment for particular symptoms, such as speech therapy for language delays, often does not need to wait for a formal ASD diagnosis. While early intervention is extremely important, intervention at any age can be helpful.
Reference used:
Lee, H. & Hyun, E. (2015). The Intelligent Robot Contents for Children with Speech-Language Disorder; Educational Technology & Society; V. 18:3; p 100-113.
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, New York: Penguin Random House Company.
8. Treatment and Education of Autistic & related Communication-handicapped Children (TEACCH)
TEACCH uses visual cues to teach skills. For example, picture cards can help teach a child how to get dressed by breaking information down into small steps. Teaches pro-social behavior for children between 2 – 12 years old. A model designed as a strategy for facilitating language development.
According to Stephen Edelson, Ph.D, this structured teaching method was developed by Professor Eric Schopler and his colleagues at the University of North Carolina at Chapel Hill. They tell us that the TEACCH method is successful because it is a ‘therapeutic tool’ to help autistic individuals of all ages, understand their surroundings.
He goes on to say that this method addresses the autistic individuals difficulty with receptive and expressive language, sequential memory, and handling transitions and changes in their environment. TEACCH relies on five basic principles – Physical Structure, Routine, Scheduling, Visual Structure, & Work System.
The TEACCH method helps the autistic person better understand and function in his or her environment through the use of structured physical and visual cueing. The person has constant references to guide him or her to navigate their environment.
TEACCH uses visual cues to teach skills. For example, picture cards can help teach a child how to get dressed by breaking information down into small steps. Teaches pro-social behavior for children between 2 – 12 years old. A model designed as a strategy for facilitating language development.
According to Stephen Edelson, Ph.D, this structured teaching method was developed by Professor Eric Schopler and his colleagues at the University of North Carolina at Chapel Hill. They tell us that the TEACCH method is successful because it is a ‘therapeutic tool’ to help autistic individuals of all ages, understand their surroundings.
He goes on to say that this method addresses the autistic individuals difficulty with receptive and expressive language, sequential memory, and handling transitions and changes in their environment. TEACCH relies on five basic principles – Physical Structure, Routine, Scheduling, Visual Structure, & Work System.
- Physical Structure refers to clearly defined boundaries for activities like… work, play, snack, music, and transitioning.
- Routine is the most functional skill because it is needed throughout the person’s lifetime. All of the other TEACCH principles lend themselves to support the person’s routine.
- Scheduling is a planner for the person’s entire day, week, and month. This is shown in words, picture, drawings or however the person can interpret it best; visual, auditory, and/or kinesthetic.
- Visual Structure refers to visual cues. For instance the person uses colored containers or dividers to show organizational steps.
- Work System is set up so the person knows what to expect during a task or activity. The goal is to have the person work independently, in an organized way to complete the task or activity.
The TEACCH method helps the autistic person better understand and function in his or her environment through the use of structured physical and visual cueing. The person has constant references to guide him or her to navigate their environment.
///< My Thoughts > I would like to add Cognitive-Behavioral Therapy (CBT) to this section of PROGRAMS –
Cognitive-Behavioral Therapy (CBT) I am adding this program because the focus of this therapy is ‘Daily Living Skills’. Studies have shown that parents worry about their child’s lack of motivation in this area.
CBT was originally used in the Mental Health Community, in addition to medication, for anxiety, phobias, specific fears, obsessive worrying, and compulsive behaviors. Now, this therapy is used for children with autism spectrum disorder to help them address social issues and to learn daily living skills.
According to Drahota, et al. (2011), there is a strong link between a child’s high anxiety and their low motivation when learning necessary daily living skills.
In this study, developmentally appropriate practical skills necessary for daily personal care ranged from –
This study intended to find ways to help children from ages 7 years to 11 years become more self-sufficient. The intent was also to help parents and children maintain gains over the course of years, not just months. As a result of this therapy, the children in the study were found to be more successful because they no longer focused on their anxieties or other related interferences instead of learning.
Another study, by Rotheram-Fuller & MacMuller (2011), said that CBT was originally used for patients with extreme anxieties to include –
The CBT therapy also had a pharmacological component. In addition to therapy, the patient received antipsychotics, and/or antidepressants to deal with underlying issues related to social problems. In this study, parents were also trained to work with their child using relaxation and problem solving strategies. Together, parent and child learned ways to combat their symptoms by changing their feelings and thoughts about certain events and interactions.
References used:
Drahota, A., Wood, J., Sze, K., Van Dyke, M. (2011). Effects of Cognitive Behavioral Therapy on Daily Living Skills; Journal of Autism & Developmental Disorders; 41:257-265.
Rotheram-Fuller, E. & MacMuller, L. (2011). Cognitive-Behavioral Therapy for Children with Autism Spectrum Disorder; Psychology in the Schools; 48(3).
END of #4B Programs, Therapies, & Interventions, Cont. (5-8): DRI, SPD, ST, TEAACH, & CBT with < My Thoughts > by Sara Luker
Cognitive-Behavioral Therapy (CBT) I am adding this program because the focus of this therapy is ‘Daily Living Skills’. Studies have shown that parents worry about their child’s lack of motivation in this area.
CBT was originally used in the Mental Health Community, in addition to medication, for anxiety, phobias, specific fears, obsessive worrying, and compulsive behaviors. Now, this therapy is used for children with autism spectrum disorder to help them address social issues and to learn daily living skills.
According to Drahota, et al. (2011), there is a strong link between a child’s high anxiety and their low motivation when learning necessary daily living skills.
In this study, developmentally appropriate practical skills necessary for daily personal care ranged from –
- Dressing oneself, to… avoiding unhealthy people
- Putting things away, to… cleaning with cleaning products
- Knowing it’s unsafe to ride with strangers, to… telling time
This study intended to find ways to help children from ages 7 years to 11 years become more self-sufficient. The intent was also to help parents and children maintain gains over the course of years, not just months. As a result of this therapy, the children in the study were found to be more successful because they no longer focused on their anxieties or other related interferences instead of learning.
Another study, by Rotheram-Fuller & MacMuller (2011), said that CBT was originally used for patients with extreme anxieties to include –
- Separation anxiety
- School phobia
- Specific fears, obsessive worrying
- Compulsive behaviors.
The CBT therapy also had a pharmacological component. In addition to therapy, the patient received antipsychotics, and/or antidepressants to deal with underlying issues related to social problems. In this study, parents were also trained to work with their child using relaxation and problem solving strategies. Together, parent and child learned ways to combat their symptoms by changing their feelings and thoughts about certain events and interactions.
References used:
Drahota, A., Wood, J., Sze, K., Van Dyke, M. (2011). Effects of Cognitive Behavioral Therapy on Daily Living Skills; Journal of Autism & Developmental Disorders; 41:257-265.
Rotheram-Fuller, E. & MacMuller, L. (2011). Cognitive-Behavioral Therapy for Children with Autism Spectrum Disorder; Psychology in the Schools; 48(3).
END of #4B Programs, Therapies, & Interventions, Cont. (5-8): DRI, SPD, ST, TEAACH, & CBT with < My Thoughts > by Sara Luker
NOTE: End of this section of… #4B PROGRAMS, THERAPIES & INTERVENTIONS you may find under BEHAVIOR & COMMUNICATION: <1-4>(ABA), (DIR), (OT), (PECS), <5-8>(RDI), (SPD), (ST), (TEAACH) & (CBT)
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 often used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence as ‘autism’ implies ‘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. 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.
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. 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 often used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence as ‘autism’ implies ‘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. 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.
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. My hope is that you will not feel alone when dealing with the mysteries of Autism Spectrum Disorder.
Regards,
Sara Luker