Applied Behavior Analysis (ABA) and Verbal Behavior

ABA generally assumes that appropriate behavior – including speech, academics and life skills – can be taught using scientific principles. ABA assumes that children are more likely to repeat behaviors or responses that are rewarded (or "reinforced"), and they are less likely to continue behaviors that are not rewarded. Eventually, the reinforcement is reduced so that the child can learn without constant rewards.

The most well-known form of ABA is called discrete trial instruction (DTI). Skills are broken down into the smallest tasks and taught individually. Discrete, or separate, trials may be used to teach eye contact, imitation, fine motor skills, self-help, academics, language and conversation. Students start with learning small skills, and gradually learn more complicated skills as each smaller one is mastered

Applied Verbal Behavior or VB is the latest style of ABA. It uses B.F. Skinner's 1957 analysis of Verbal Behavior to elicit and reinforce speech. Like many ABA programs, a VB program will focus on getting a child to realize that language will get him what he wants, when he wants it.

One drawback to ABA/VB: some school districts and insurance companies do not pay for ABA, and it can be expensive for parents to fund. If you decide to pay for it yourself, carefully research the credentials of anyone claiming to be an ABA consultant or experienced therapist. A consultant should have, at a minimum, a master's degree in psychology or ABA, or should be closely supervised by someone who does.

TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children)

TEACCH, developed at the University of North Carolina, is often less intensive than ABA in the preschool years. A TEACCH classroom is usually very structured, with separate, defined areas for each task, such as individual work, group activities, and play. It relies heavily on visual learning, a strength for many children with autism and PDD. The children use schedules made up of pictures and/or words to order their day and to help them move smoothly between activities. (Children with autism may find it difficult to make transitions between activities and places).

One drawback: Social interaction and verbal communication may not be heavily stressed because TEACCH is more focused on accommodating a child's autistic traits than in trying to overcome them. Also, more research is needed into the effectiveness of TEACCH, especially in comparison to Applied Behavior Analysis. In contrast to the outcome studies of ABA published by Dr. Lovaas, TEACCH has not published comprehensive, long-term studies of its effectiveness in treating and educating children.

Web site: TEACCH at UNC

Floor Time

Dr. Stanley Greenspan, a child psychiatrist based in the Washington, D.C., area, has written extensively about a strategy of teaching children with developmental problems through the use of interactive play and relationships. The child's actions are assumed to be purposeful. It is the parent's or caregiver's role to follow the child's lead and help him develop interaction and communication. For example, the child may enjoy tapping a toy car against the floor. During a "Floor Time" session, the parent may imitate the action, or put his car in the way of the child's car, thereby bringing about an interaction. From there, the parent encourages the child to develop more complex play schemes and incorporate language.

School systems may incorporate this strategy into their programs, but generally do not make this their primary means of educating young children with autism or PDD. This approach may work best in conjunction with a program like ABA. Floor Time lacks the controlled research studies of ABA or even TEACCH, but it is being used successfully by some families as a primary or secondary treatment.

Floortime DVD Training Series, The Basics: Relating and Communicating by Stanley Greenspan M.D. and Serena Wieder Ph.D. This two-disk set teaches the basics of using the Floor Time Method to teach your child. 

Stanleygreenspan.com teaching children with developmental problems through the use of interactive play and relationships.

Sensory Integration

One common symptom of Pervasive Developmental Disorder and autism is an unusual response to the senses of hearing, sight, touch, smell and/or movement. According to the National Information Center for Children and Youth with Disabilities, children with pervasive developmental disorders "may seem under-responsive or over-responsive to sensory stimuli. Thus, they may be suspected of being deaf or visually impaired. It is common for such young children to be referred for hearing and vision tests. Some children avoid gentle physical contact, yet react with pleasure to rough-and-tumble games. Some children carry food preferences to extremes, with favored foods eaten to excess. Some children limit their diet to a small selection."

The theory of sensory integration was developed by occupational therapist A. Jean Ayres, Ph.D. Occupational and physical therapists who are also trained in "sensory integration" techniques offer a range of activities designed to help the child process the information he receives from his senses in a more typical manner. Children with autism and PDD may qualify for free physical and occupational therapy at their schools or through their state's early intervention program. Also, parents and caregivers can learn sensory activities to do at home with the child. This therapy is almost never offered as a sole treatment for autism or PDD; instead, it may be a piece of a larger educational program. It can be expensive if not covered by insurance or provided by the school or early intervention.

Please Note: Many children with autism, PDD and Asperger's have sensory problems, but some children with sensory integration problems do not have an autism spectrum disorder. In either case, sensory integration activities may help.

The Sensory Processing Disorder Network for information

Pocket Full of Therapy for O.T. equipment

Salt of the Earth for weighted blankets and vests.

Where to Find Your State's Early Intervention Program

In the United States, children with disabilities from birth to age 21 are entitled by law to receive a free, appropriate education. States offer free special education, speech therapy, occupational therapy and physical therapy to infants, toddlers and preschoolers who qualify.

Here is a list of state early intervention offices: click on your state at the bottom of the page. You may contact your local office to refer your child for a free evaluation. In many communities, the Early Intervention Office can be reached by contacting the school district or health department

The 14 Signs Of Autism 
 

1. May avoid eye contact

2. May prefer to be alone

3. Echoes words or phrases

4. Difficulty interacting with others

5. Spins objects or self

6. Insistence on sameness

7. Inappropriate attachments to objects

8. Inappropriate laughing or giggling

9. May not want cuddling

10. Difficulty in expressing needs; may use gestures

11. Inappropriate response or no response to sound

12. No real fear of dangers

13. Apparent insensitivity to pain

14. Sustained unusual or repetitive play' uneven physical or verbal skills

 
Created by Future Horizons  
 

The Out-of-Sync Child: Recognizing and Coping with Sensory Integration Dysfunction by Carol Kranowitz. This newly revised, popular book explains sensory integration dysfunction in children who may or may not have another diagnosis. Includes ideas for sensory experiences you can provide at home to help your child learn to regulate his sensory system. Also comes in video.