Methods
Bridging The Gap ...
Bridging The Gap ...
TEACCH - Treatment and Education of Autistic and related Communication - handicapped Children (Schopler, 1986) is a compensation intervention using
visual cues to support learning and behaviour. The structuring of the environment is such that the child knows what to do, where, when, with whom, for how long and what
next. This enables the child to concentrate on the learning task. This teaching approach does not alter the autism itself, but enables the child to function as if they did not
have it - the essence of prosthetic device. The child is taught to communicate in a systematic way (using pictures, words or objects) through the teaching of
communicative functions (starting with request). TEACCH provides an individual system, building on emerging skills. Children are taught new skills 1 to 1 but then learn
systematically to work at these skills independently and finally with others.
Daily Life therapy (DLT) started in the Higashi school in Tokyo (Kitahara, 1984). This too is a compensatory approach since it works on the regulation of daily behavior
and the normalisation of daily functioning. Children are trained to conform to group verbal instructions, to control interfering behavior and are given vigorous daily exercise
to regulate body functions, stimulate appetite and develop normalised sleep patterns. They are also taught daily life skills through continual physical prompting with no
concessions to ability or level of understanding. A valuable aspect is the idea of drill's for panic. Accepting that it will be impossible for children with ASDs to anticipate all
of life's events is to accept the need to train them to cope with panic. DLT teaches postures on command so that the child has a way of behaving (and maintaining calm)
in otherwise panic - inducing situations.
Applied Behavior Analysis (ABA) is also compensatory. Based on the work of Skinner (1957) and defines 'autism' in terms of excesses or deficiencies in behavior.
The methods aim either to build or decrease behaviours and one important feature is the fact that children taught to imitate others and to control their interfering
behaviour. These were crucial skills in enabling them to enter mainstream nursery settings where other social behaviour could be modelled and then learnt. The 'teacher'
sets the goals. The criteria for performance, and the consequences of different behaviours. Behavioural approachers, based on shaping of responses are effective ways
of teaching habitual responses where the child is not required to problem solve but just needs a set way of responding. The most positive aspect of the ABA programmes
is shaping a new responses and this can be rich learning experiences in the hands of a skilled teacher, with a sensible curriculum.
Interactive approachers (Christie et al., 1992; Rogers, 1996; Nind & Hewett, 1994; Kaufman, 1994) aim to be remedial. They build on the early interactive routines and
ways of understanding and reacting with others, on which much of development depends. They seldom provide the whole curriculum to teaching approach, although most
build relationships with key people in the child's life who can then use this relationship in their other teaching opportunities with the child. Most are play based and some
involve music to help structure the interactions. The child is in control an having fun. Sometimes this is the explicit goal of the session, or at least a useful by product,
helping the child gain pleasure from interacting with others increasing understanding and sense of self as well as of the other.
visual cues to support learning and behaviour. The structuring of the environment is such that the child knows what to do, where, when, with whom, for how long and what
next. This enables the child to concentrate on the learning task. This teaching approach does not alter the autism itself, but enables the child to function as if they did not
have it - the essence of prosthetic device. The child is taught to communicate in a systematic way (using pictures, words or objects) through the teaching of
communicative functions (starting with request). TEACCH provides an individual system, building on emerging skills. Children are taught new skills 1 to 1 but then learn
systematically to work at these skills independently and finally with others.
Daily Life therapy (DLT) started in the Higashi school in Tokyo (Kitahara, 1984). This too is a compensatory approach since it works on the regulation of daily behavior
and the normalisation of daily functioning. Children are trained to conform to group verbal instructions, to control interfering behavior and are given vigorous daily exercise
to regulate body functions, stimulate appetite and develop normalised sleep patterns. They are also taught daily life skills through continual physical prompting with no
concessions to ability or level of understanding. A valuable aspect is the idea of drill's for panic. Accepting that it will be impossible for children with ASDs to anticipate all
of life's events is to accept the need to train them to cope with panic. DLT teaches postures on command so that the child has a way of behaving (and maintaining calm)
in otherwise panic - inducing situations.
Applied Behavior Analysis (ABA) is also compensatory. Based on the work of Skinner (1957) and defines 'autism' in terms of excesses or deficiencies in behavior.
The methods aim either to build or decrease behaviours and one important feature is the fact that children taught to imitate others and to control their interfering
behaviour. These were crucial skills in enabling them to enter mainstream nursery settings where other social behaviour could be modelled and then learnt. The 'teacher'
sets the goals. The criteria for performance, and the consequences of different behaviours. Behavioural approachers, based on shaping of responses are effective ways
of teaching habitual responses where the child is not required to problem solve but just needs a set way of responding. The most positive aspect of the ABA programmes
is shaping a new responses and this can be rich learning experiences in the hands of a skilled teacher, with a sensible curriculum.
Interactive approachers (Christie et al., 1992; Rogers, 1996; Nind & Hewett, 1994; Kaufman, 1994) aim to be remedial. They build on the early interactive routines and
ways of understanding and reacting with others, on which much of development depends. They seldom provide the whole curriculum to teaching approach, although most
build relationships with key people in the child's life who can then use this relationship in their other teaching opportunities with the child. Most are play based and some
involve music to help structure the interactions. The child is in control an having fun. Sometimes this is the explicit goal of the session, or at least a useful by product,
helping the child gain pleasure from interacting with others increasing understanding and sense of self as well as of the other.
| Integrating specialised approaches in the classroom and home |
Floortime: According to the theory behind Floortime, every back and forth interaction between you and your child (verbal or non-verbal) helps to build skills. Those
interactions can be clinical, but they can also be a lot of fun. Think of them as ways to build family connections by cultivating your child’s emotional growth. If you can, get
your spouse involved. Bring along friends and relations.
Floor time is a well-regarded form of therapeutic play originated by Dr. Stanley Greenspan, a psychologist based in Maryland. Floortime has two great advantages. First,
it can be implemented by a parent with minimal training. And second -- it can be a whole lot of fun. As the parent of an autistic child, I know how tough it can be to
remember that parenting can be fun!
"Floor time can be implemented, both as a procedure and as a philosophy, at home, in school, and as a part of a child's different therapies" (Essential Partnership p.121).
The Son-Rise Program: teaches a specific and comprehensive system of treatment and education designed to help families and caregivers enable their children to
dramatically improve in all areas of learning, development, communication and skill acquisition. It offers highly effective educational techniques, strategies and principles
for designing, implementing and maintaining a stimulating, high-energy, one-on-one, home-based, child-centered program. The program innovated an educational
treatment modality which included joining children instead of going against them. The program places parents as key teachers, therapists and directors of their own
programs and utilizes the home as the most nurturing environment in which to help their children.
Intensive interaction: is an approach to teaching the pre-speech fundamentals of communication to children and adults who have severe learning difficulties and/or
autism and who are still at an early stage of communication development. The approach was developed during the nineteen-eighties by the team of staff working at
Harperbury Hospital School Herfordshire. Harperbury was a school for people who have severe learning difficulties on the campus of a large long-stay hospital in
southern England. The developments followed the work of the late Geraint Ephraim Ph.D, a psychologist who worked in the Hertfordshire long-stay hospitals.
interactions can be clinical, but they can also be a lot of fun. Think of them as ways to build family connections by cultivating your child’s emotional growth. If you can, get
your spouse involved. Bring along friends and relations.
Floor time is a well-regarded form of therapeutic play originated by Dr. Stanley Greenspan, a psychologist based in Maryland. Floortime has two great advantages. First,
it can be implemented by a parent with minimal training. And second -- it can be a whole lot of fun. As the parent of an autistic child, I know how tough it can be to
remember that parenting can be fun!
"Floor time can be implemented, both as a procedure and as a philosophy, at home, in school, and as a part of a child's different therapies" (Essential Partnership p.121).
The Son-Rise Program: teaches a specific and comprehensive system of treatment and education designed to help families and caregivers enable their children to
dramatically improve in all areas of learning, development, communication and skill acquisition. It offers highly effective educational techniques, strategies and principles
for designing, implementing and maintaining a stimulating, high-energy, one-on-one, home-based, child-centered program. The program innovated an educational
treatment modality which included joining children instead of going against them. The program places parents as key teachers, therapists and directors of their own
programs and utilizes the home as the most nurturing environment in which to help their children.
Intensive interaction: is an approach to teaching the pre-speech fundamentals of communication to children and adults who have severe learning difficulties and/or
autism and who are still at an early stage of communication development. The approach was developed during the nineteen-eighties by the team of staff working at
Harperbury Hospital School Herfordshire. Harperbury was a school for people who have severe learning difficulties on the campus of a large long-stay hospital in
southern England. The developments followed the work of the late Geraint Ephraim Ph.D, a psychologist who worked in the Hertfordshire long-stay hospitals.