Programming Suggestions for Children with Autism, and Other Forms of PDD,
There are many courses of programming and intervention used in the treatment of
children with Autism. No matter what method being used by a school system or family, the following elements should be a part of the treatment plan:
The programming should be based on a comprehensive assessment related to the diagnostic criteria of Autism.
Staff should make efforts to establish a positive relationship with the child with Autism.
Direct teaching of necessary social and coping skills (e.g., negotiation, sharing, turn-taking, initiating and maintaining interactions, and reading social cues) should be a part of the programming.
The program should incorporate the use of visual supports and cues (e.g., a visual calendar or schedule, written rules, picture cues, and/or gestures).
A mixture of following the childīs lead and allowing abundant free choice should be mixed with direct instruction.
Structured, predictable routines with flexibility should be provided.
Communication intervention should address language processing and pragmatics (e.g., greetings, making requests, denial, rejection, and asking questions).
Direct teaching of conversational skills (e.g., initiating a topic, maintaining a topic, being responsive to anotherīs topic, and requesting clarification) should take place.
Training, inservice, and resources should be provided for staff and parents that are specific to Autism.
Neurobiological issues and needs should be considered when applying behavioral intervention.
Sensory assessment and appropriate environmental accomodations for hypo- and hypersensitivity should be incorporated into the classroom.
Early identification procedures with intensive service should be offered.
Obsessions and fixations should be built upon, expanded, or redirected rather than eliminated.
Allows that anxiety is a part of the disorder and self-control and self-advocacy in the child requires external support at first.
Provides opportunity for interaction with typically developing peers.
