Early Behavioral Treatments For Children With Autism

The Ontario government is focused on providing effective early interventions for young children with autism (Perry, n.d.). Throughout the years, a substantial amount of research has been done regarding the neuroplasticity and the effectiveness of early intervention in young children (Perry, n.d.). The results of this research have given professionals a greater understanding for a new program directed to young children- which is designed and implemented for children with a diagnosis of Autism Spectrum Disorder and some diagnosed with Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS) are also eligible (Perry, n.d.). In 1999, $19 million was funded by the Ontario government to be invested in the services of Intensive Behaviour Intervention (IBI). This specific program is developed for children up to and including the age of 5 years old (Perry, n.d.).

Leo Kanner (1943) believes autism is a result of emotional deprivation. He notes that parents of autistic children are intellectually and analytically oriented, but lack emotional warmth (Meyer, Chapman, & Weaver, 2009).Some psychodynamic theorist believe autistic children were born normal, but became autistic after experiencing painful interactions with hostile or cold parents (Hansell & Damour, 2008). The term autistic implies a failure to effectively relate to the environment. Autistic individuals are perceived as elusive and distant (Meyer, Chapman, & Weaver, 2009). Behavioral programs are most effective with autistic children and are used to teach them language, communication skills, self-care, and adaptation to the community (Hansell & Damour, 2008).

In the article Early Intervention in Autism, autism is being broken down to different details such as the background of autism being found in 1943 by, Leo Kenner by observing and doing research. There are many different intervention program for autistic children and each program has a different desire to have an effect on the child with autism. Different programs have different meaning and outcomes to improve the child’s autistic life style.

Autism is a disease that is being diagnosed today more than ever before. In fact, as of 2014 the statistics for diagnosis of autism are one in sixty-eight children, with diagnosis being much more common in boys (Autism Speaks, 2016a). While there are many theories about what causes autism, there is currently not any proven predictor of what will cause this disease to develop (Landrigan, 2010). Since prevention is not possible at this time, it is extremely beneficial and important to research understanding and treatment of those diagnosed with Autism Spectrum Disorder (ASD). There are many avenues of treatment for ASD, but one method that has received significant attention is applied behavior analysis (ABA). The goal of this research article is to explore the definition of applied behavior analysis, its development over time, and its application to real life. Some questions that will be explored are when and where did ABA originate, how has it developed over time, and what researchers contributed new findings to this intervention. Additionally, the methods that have been developed over time to implement ABA will be discussed, specifically with their application to autism and individuals diagnosed with ASD. Finally, there will be a discussion of how skills that individuals with ASD gain from applied behavioral analysis can be applied to a classroom setting.

The term autism currently holds a meaning that is significantly different than when it was first adopted into our vocabulary in the 1960’s. The evolution of scientific discoveries within the field of autism research is remarkable and consistently improving. With the prevalence of autism continuing to reach sky rocketing numbers, the inclusion of children with autism spectrum disorders (ASD) in the school system is extremely important. Every child has the right to obtain an education and finding new methods that provide this for children with ASD is vital. Creating programs and techniques that can be personalized to a child is the key to them receiving the most out of their education. Discrete trial teaching, pivotal response treatment and picture

Since it first identified as a distinct disorder by Leo Kanner (1943), autism studies continued in order to explain its causes. Many theories and clinical studies evolved. However, none of them seems to be conclusive. Although it was interchangeably considered as part of schizophrenia, recently it is defined as a distinct disorder that has its own characteristics. The field of management is still challenging. In this paper, I am going to discuss different theories that explain autism. Then, I am going to summarize different learning approaches that are used for autistic children based on the

In this paper, I will be discussing the disorder of Autism, a sever disorder that affects the function of the brain. It causes problems in such areas as social contact, intelligence, language and speech impediments, along with ritualistic or compulsive behaviors, as well as different responses to the environment that an autistic individual may have different than individuals not having autism would exhibit. I will be discussing generally about the history and description of autism. Also I will be discussing the charactistics that mark an autistic individual, the actual treatment that an autistic person may receive, risk factors that an autistic person may encounter, and interventions/treatments activities that an individual who has autism may take part in. I feel that by doing all of this that I will gain a greater sense of understanding for individuals with autism. I will be giving this information to you by going through each topic that I have outlined in the introduction and explaining what each means and how they affect an individual with autism.

Autism spectrum disorders are a set of similar disorders that each have their own challenges that educators must address. Although K-12 educators are not directly responsible for the types of interventions that individuals receive before they begin school, it is beneficial for educators to be aware of how those interventions work so they may incorporate useful elements in future teaching. Additionally, educators should have a stockpile of knowledge that they can draw from. This should include current research in the field because so much of education is research- and evidence-based. Therefore, it is the educator’s responsibility to ensure that they are aware of early intervention programs and are keeping up to date with the trends and best practices in the field.

In this paper, the effectiveness of Intensive Behavioural Intervention for teaching/treating young children with autism has been questioned. The effects of age, duration of

Children with autism spectrum disorders life can be challenging. In the article “Practice Pathway Address Problems Behaviors for Children with ASD” (Haelle, Tara 2016). Practice Pathway “is to describe the expected practice in relation to children whose needs may fall within the autism spectrum disorder” (www.leics.gov.uk). It’s a program put in place for children with ASD. A treatment not a cure, but the right treatment for their problems. Two main issues for children with ASD is irritability and behavior. This study defined the behavior, assessed it, treated it and sees how effective treatment is.

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

The study included 61 preschool children with autism who were randomized to one of two groups; one receiving intervention

Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play

Autism Spectrum Disorder is not curable but it can be controlled using a certain type of treatments. There are various types of treatments used by parental, caregiver and clinical. The treatments can be separated into behavior and communication approaches, medication and complementary and alternative medicine. Applied behavioral analysis is a treatment approach that is used in many schools and treatment clinics (Foxx, 2008). There are different types of ABA and one of it is early intensive behavioral intervention (EIBI). EIBI is the most effective treatment used for young children from birth to 3 years old as the services consist of treatments to assist the child to talk, walk and interact with others (Matson & Goldin, 2014). Discrete trials teaching (DTT) is one of the key teaching methods in EIBI. An efficient approach for teaching children with ASD has been shown by DTT and it plays an important role in language, social and academic skills. DTT has a sequence of discrete learning units that allows the skills to broken down into smaller units when teaching a new skill. DTT consist of three-term possibilities,

I am very passionate about working with kids with autism. They have such amazing personalities and I feel like people don’t see past the disability to the unique person they are. For several years I worked at a residential facility for kids on the spectrum. I was a direct care staff that worked one on one with them to work on their goals their treatment plan was focusing on. My passion to help kids with autism comes from my previous experience working with these kids and watching them grow and learn new skills. This transformation that I watched happen and helped be a part of with these kids made me want to help more kids with autism spectrum disorder (ASD). There are a lot of skills that need to be taught to these children. Socialization, communication, and positive behavior are just a few kids with autism need help improving. I believe that the earlier that you teach a child these skills the more successful they will be. Early intervention has had a positive outcome within many research experiments that professionals have done. The Individuals with Disabilities Education Improvement Act (2004) also requires schools to teach kids with disabilities alongside typically developed kids as much as possible.