This intervention model is based on structured teaching and visual organisation, wherein these principles are incorporated through the organisation of the physical space, personalised timetables, work systems and visual structures, making it one of the most recommendable programmes in school environments. In this regard, it is worth highlighting the intervention programme derived from the TEACCH model developed by the University of North Carolina and based around the learning characteristics of people with autism (e.g., a greater capacity for processing visual information). To meet this end, the interventions make use of alternative communication systems, such as PECS (Picture Exchange Communication System).Īnother primary aim during the preschool stage, and also later in school-age children, is to encourage independent living skills. In the case of children with language difficulties or a delay in developing appropriate language skills, an early intervention is particularly important in order to stimulate their ability to learn the language and communication skills required to communicate with the people around them. The programme involves a multidisciplinary team including, as necessary, a doctor, a speech therapist and an occupational therapist.The programme requires the parents’ active participation in the intervention, both when taking decisions and applying the treatment.The programme offers the child the opportunity to interact with their counterparts who are developing normally.These include social skills, language and communication, imitation, playtime skills, daily life and motor skills. The intervention focuses on the central areas affected by autism.The child’s progress in terms of fulfilling these targets is assessed and recorded regularly. The therapy is guided by specific, well-defined learning objectives.Other specially trained professionals may assist in the intervention under the supervision of a professional with experience in treating autism. Highly trained teachers and/or therapists oversee the intervention.The activities are performed individually or in small groups, with a low student to therapist/teacher ratio.The child receives structured, therapeutic activities for at least 25 hours per week and preferably in their natural environment.Researchers have developed a series of effective early intervention models that include the following characteristics: Scientific studies have shown that early intensive behavioural intervention improves learning, communication and social skills in small children with autism. Treatment for pre-schoolers and small children The two most frequently used early intervention methods are: the Lovaas method, based on Applied Behavior Analysis (ABA) and the Early Start Denver Model. In other cases, this therapy is provided through a specialised centre or in preschool classrooms. In some instances, medical treatment could form a key part of the intervention in order to treat specific problems, e.g., aggressiveness or self-harm, or other associated psychiatric or neurological disorders.Īt the beginning, intensive behavioural intervention requires the whole family to work in close collaboration with the healthcare team, who in some cases may enter into the family environment. It is better if the interventions focus on the person’s normal environment. The majority of the interventions used to achieve these objectives are carried out by the parents and specialised professionals, psychologists, behavioural therapists, teachers and doctors.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |