Educating Children with Autism

The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:
 10.1080/10459881003785506
 ). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research.

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review.

The quantity and quality of research into autism and related conditions have increased dramatically in recent years. Consequently we selectively review key accomplishments and highlight directions for future research. More consistent approaches to diagnosis and more rigorous assessment methods have significantly advanced research, although the boundaries of the 'broader phenotype' remain to be defined and the validity of Asperger's disorder as a discrete syndrome remains controversial. Recent epidemiological studies have shown that Autism Spectrum Disorders are common, but there continues to be debate about the causes of the increase in the frequency with which autism is diagnosed. Psychological research has helped to develop new developmental models for the disorder and there have also been significant advances in the molecular genetics of autism and understanding of the underlying neurobiological processes. Areas important for future research include the study of autism as it first develops, i.e., in infants and very young children, and of specific processes (psychological and neurobiological) which underlie the disorder. Significant challenges lie ahead in evaluating the growing number of treatments for autism and in integrating the results of research into treatment and educational settings.

Autism and Pervasive Developmental Disorders

Advances in the fields of cognitive and affective developmental neuroscience, developmental psychopathology, neurobiology, genetics, and applied behavior analysis have contributed to a more optimistic outcome for individuals with autism spectrum disorder (ASD). These advances have led to new methods for early detection and more effective treatments. For the first time, prevention of ASD is plausible. Prevention will entail detecting infants at risk before the full syndrome is present and implementing treatments designed to alter the course of early behavioral and brain development. This article describes a developmental model of risk, risk processes, symptom emergence, and adaptation in ASD that offers a framework for understanding early brain plasticity in ASD and its role in prevention of the disorder.

Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder.

Early intervention for children with autism is currently a politically and scientifically complex topic. Randomized controlled trials have demonstrated positive effects in both short-term and longer term studies. The evidence suggests that early intervention programs are indeed beneficial for children with autism, often improving developmental functioning and decreasing maladaptive behaviors and symptom severity at the level of group analysis. Whether such changes lead to significant improvements in terms of greater independence and vocational and social functioning in adulthood is also unknown. Given the few randomized controlled treatment trials that have been carried out, the few models that have been tested, and the large differences in interventions that are being published, it is clear that the field is still very early in the process of determining (a) what kinds of interventions are most efficacious in early autism, (b) what variables moderate and mediate treatment gains and improved outcomes foll...

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Evidence-Based Comprehensive Treatments for Early Autism

In an effort to move incidental teaching research to practical applications for toddlers with autism, a comprehensive early intervention model was developed for use in the natural environments of a childcare center and children's homes. Based on the premise that social readiness will best be achieved by providing early social learning opportunities, the center based component of the model targets the developmental needs of an inclusive group of children with and without autism. The home based component involves parents of children with autism as key participants in their children's learning and prepares them to be effective advocates in their children's futures. The curriculum addresses what it is that toddlers need to learn, what environmental arrangements provide the most powerful teaching opportunities, and how teachers and parents can most effectively teach children to progress at their optimum pace. Outcome data are presented that documents an impact on the language and social behavior of participati...

An Incidental Teaching Approach to Early Intervention for Toddlers with Autism.

Successful inclusion is facilitated when children with autism fit in and interact in meaningful ways with their typical peers. However, deficits in conversational language likely limit the social a...

Incidental Teaching of Age-Appropriate Social Phrases to Children with Autism:

The interaction between classroom materials and teacher contacts is important in efforts to promote engagement. Research has emphasized what teachers need to do but has given less attention to what resources teachers need to have. There is often an assumption that frequent teacher attention will reinforce children's engagement. However, the movement toward integration of children with special needs has highlighted the fact that teacher attention alone may not be sufficient. Attractive materials must be available for each child, and classroom systems must help teachers select and dispense reinforcing materials. The procedures described in this article were developed through collaboration of teachers and researchers at the Walden Learning Center, a laboratory preschool that combines early intervention, social integration, and incidental teaching. The Walden project serves children with autism as well as children who have no disabilities. Because early intervention must be accomplished within a relatively short time frame, it is important to secure engagement and responsiveness to teaching contacts as quickly as possible. Social integration adds the challenge of providing classroom materials that address wide-ranging developmental levels. Incidental teaching involves teaching in

Teresa Daly

Papers

An Incidental Teaching Approach to Early Intervention for Toddlers with Autism.

Incidental Teaching of Age-Appropriate Social Phrases to Children with Autism:

Use of Classroom Materials to Promote Preschool Engagement

Effects of toy selection and arrangement on the social behaviors of an inclusive group of preschool-aged children

Navigating Autism: 9 Mindsets For Helping Kids on the Spectrum.