Holding Therapy

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.).

The feelings a parent faces when diagnosed with an autistic child can only be described as guilt, pain, panic and disbelief. Where the dreams of their child surviving all the years of educational schooling and therapy and becoming an independent adult start fading; yet there are success stories of those who did. The Internet has made it possible for parents to have access to a great deal of information about treatment for ASD. Unfortunately, much of the information is not based on solid scientific evidence that demonstrates

The PEAK Assessment tool and Relational Training System was published by Dr. Mark R. Dixon in February of 2014 after six years of empirical research. Dr. Dixon developed PEAK out of the realization that many Board Certified Behavioral Analysts (BCBA) and others working with autistic children were making clinical decisions without having a clear concept of what to instruct and how to execute it. Dr. Dixon worked with over two hundred children over a six year period of time to produce a meaningful and concise assessment of skills. Modules 1-3, Imitation, Consistency and Attention, have been researched for validity and reliability, the fourth module, Cooperation, is in the process of being tested.

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).

Applied behavioral analysis (ABA) is the leading scientific method that helps patients with Autism to overcome their condition. In order to improve their condition, ABA specialists focus on a system of reward, which encourages positive actions like speech, social activity and life skill improvements. This works mostly with children as they are more likely to absorb and accept new challenges; this is commonly referred to as "positive reinforcement" in the literature and has become one of the leading directions for treatment. ABA therapy was devised and implemented by Dr. O. Ivar Lovaas at UCLA in 1987. Since then, ABA therapy has become a leading branch of psychology - behaviorism.

Autism spectrum disorder has become the most common neurological and developmental disorder diagnosed in children today. The United States Centers for Disease Control and Prevention (2012) estimate that 1 out of every 88 American children have been properly diagnosed. There is no known cure for autism, and the inconsistencies of the symptoms of autism in each case make it difficult to target a particular set of effective treatments. However some behavior management therapies, specifically physical therapy, may help to significantly control the unwanted symptoms in young children with autism spectrum disorder.

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

This is why it is important that parents become trained in ABA. However, it is important that parents do not think that one approach will solve any child 's autism difficulties. The idea of using a “cookbook recipe” to fix their child is something that must be thrown out the window and techniques that encourage parents to become educated about the broadness of autism should be used. This includes learning how their child functions and ways to help design a ABA for their child rather than basing it off of statistics (Dillenburger et al.,2004).

aggression or self injury which is often a result of being unable to communicate a want or need.

This approach to treatment has been an effective tool to help children on the autism spectrum, however, it is considered controversial by many who see it as attempting to change or normalise autistic behaviours.

Since Skinner’s time there has been much research done and many new techniques made in ABA especially in regards of teaching people how to increase behaviors associated with learning and decreasing those that may inhibit learning. These new techniques have been used to help successfully treat or improve the lives of several people with various degrees and types of disabilities and learning disorders. These techniques have been adapted from being used exclusively on adults and modified for children. These techniques can be formally initiated, meaning that they are done in a classroom or a behavioral analysts’ office, or they can be taught to parents or caretakers and are often used to develop skills such as learning theory of mind, eye contact, social skills, and other necessary skills (Renna, 2004).

Trainers conduct an assessment that identifies the emerging skills and addresses them as the first teaching goals. Students begin by learning functional skills, and good work habits that enable them to function with little intervention provided they are within the TEACCH structure (Jordan, Jones and Murray, 1998). This is the most widely used approach for teaching autistic children. Visual information, predictability and structure help the children understand what they are supposed to do, where and when it should be done, and the order of doing the activity. Parents are also involved in the programme, and their work is to promote a feeling of competence and well-being among the children. They work as co-therapists and participate in home activities when TEACCH instructors make home visits (Jordan, Jones and Murray, 1998). Parents also provide home training for goals such as independent play, increasing communication, and toilet training. They are provided with parent support information that helps them learn strategies of effective training.

The homepage of the website declares that Suzy Miller’s aim was to change ‘negative autism’ into ‘awesomism’ through the use of energy and vibrations. The

Several types of therapy are also offered to children with ASD. Occupational Therapy (OT), Speech Therapy (ST), and Sensory Integration Therapy (SI) are three of the most used therapies by Autistic children. Occupational Therapy is the use of treatments to develop, recover, or maintain the daily living and work skills of people with a physical, mental or developmental condition (“Treatments”). Dr. Cathy Pratt, the director of the Indiana Resource Center for Autism, said, “Children with autism need to be taught how to play and how to act in a social situation” (Landau 51). Occupational Therapy also integrates Speech Therapy in order to help the children learn how to communicate in certain situations. Speech Therapy trains people who have trouble speaking or have speech impediments to speak or communicate

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,