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In children younger than 3 years, appropriate interventions usually take place in the home or a child care center.
Specific deficits in learning, language, imitation, attention, motivation, compliance, and initiative of interaction are targeted by these interventions. Included are behavioral methods, communication, occupational and physical therapy along with social play interventions.
The day will often begin with a physical activity like children string beads, piece puzzles together, paint, and participate in other motor skills activities: to help develop coordination and body awareness. At snack time the teacher encourages social interaction and models how to use language to ask for more juice.
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The children learn by doing. Students, behavioral therapists, and parents who have received extensive training are working with the children. In teaching the children, positive reinforcement is used. Children older than 3 years usually have school-based, individualized, special education.
The child may be in a segregated class with other autistic children or in an integrated class with children without disabilities for at least part of the day.
Different localities may use differing methods but all should provide a structure that will help the children learn social skills and functional communication. Teachers often involve the parents, in these programs, giving useful advice in how to help their child use the skills or behaviors learned at school when they are at home.
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In elementary school, the child should receive help in any skill area that is delayed and, at the same time, be encouraged to grow in his or her strengths. Ideally, the curriculum should be adapted to the individual child’s needs. Many schools today have an inclusion program in which the child is in a regular classroom for most of the day, with special instruction for a part of the day.
Skills such as learning how to act in social situations and in making friends should be included in these instructions.
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Although higher-functioning children may be able to handle academic work, they too need help to organize tasks and avoid distractions.
During middle and high school years, instruction will begin to address such practical matters as work, community living, and recreational activities. This should include work experience, using public transportation, and learning skills that will be important in community living. All through your child’s school years, you will want to be an active participant in his or her education program. Collaboration between parents and educators is essential in evaluating your child’s progress.
Summary:
There is no single best treatment for all children with ASD. Early intervention is important, and most individuals with ASD respond well to highly structured, specialized programs. Beginning with communication and social skills, working through strengths and abilities, and progressing to practical matters such as work and community living. Adolescence may be an especially difficult time for teenagers with autism.
So always be sure to give your fullest attention to this important aspect of your child’s life.
