Programs should improve the quality of life. Some things to consider when seeking an intervention and/or instructional program for your child.
Will our child use the new skills outside the specific program setting? This requires ‘generalization’. ‘Generalization’, in psychology, is the tendency to respond in the same way to different but similar stimuli. For example, spontaneously 'greeting' someone, in a new and different setting than when originally learning the skill of 'greeting' someone.
Will the program you select ‘chart gains’ and provide ‘follow-up’ steps for skill maintenance?
Will the program meet our child’s, and our family’s needs?
Will the program’s routine be ‘age appropriate’ for our child?
Will the program be flexible and/or aligned with our child’s –
- Symptom constellation
- Symptom severity
- Developmental age
Does the family understand that the longer the child has engaged in unwanted purposeless behavior and/or inappropriate behavior, the longer an intervention will take intervention to become successful?
Note: Another reason for ‘early intervention’, is that delay may increase chronic anxiety, resulting in ‘low motivation’ for learning daily living skills. Also, keep copies of all assessments, to prevent further new charges, and to help track a child’s developmental trajectory.