an overview of various treatment options mimi lou, ph.d. clinical director children’s hospital...
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An Overview of Various Treatment Options
Mimi Lou, Ph.D.Clinical Director
Children’s Hospital Autism Intervention (CHAI) Program
Psychoeducational Approaches in Autism/PDD
• Developmental Models• Behavioral Approaches
– Applied Behavioral Analysis (ABA)– Discrete Trial – (Lovaas) – Contemporary ABA
• Group/Classroom Instruction: TEACCH
Developmental Models
• DIR, Floortime (Greenspan & Wieder); SCERTS (Prizant & Wetherby); Hanen, More Than Words
• Learning understood within context of developmental processes (typical child development)– Development proceeds from both external
experience and internal, biological maturation– Different aspects/domains of development are
interdependent– Child learns more than s/he is taught, or experience
is more than instruction
Developmental Models(cont.)
• Use of interactive-facilitative (versus directive) strategies:
• Child “leads”: active in selecting, directing own activities
• Adult builds on child’s initiations; expands on child’s interests
• Adult entices, actively engages child• Adult facilitates play by providing support and
helping to structure experience and mediate the environment
Developmental Models(cont.)
• Naturally occurring and motivating contexts for learning
• Central roles for play and functional learning; importance of affects, learning has meaning for child
• Individual profile of sensory and motor processing
Applied Behavioral Analysis(ABA)
• Reinforce/reward appropriate behavior to teach new skills
• Ignore/extinguish inappropriate behavior• Shape existing behaviors into new and useful
ones• Functional Analysis: examine antecedents,
behaviors, consequences for problem behaviors in order to correct
Discrete Trial(Lovaas)
• Direct instruction: verbal direction, prompting, reinforcement, with rapid repetition of short trials
• Focus on 1 specific skill at a time• Highly structured context/setting• Adult control: determines activity, focus of
attention, correctness of response• Child compliance• Prescribed sequenced curriculum
Contemporary ABA
• Natural Language paradigm, Pivotal Response Training(Koegels & Schreibman); Modified Discrete Trial (Leaf, McEachin); Incidental Learning (McGee); Picture Exchange Communication System (PECS) (Bondy & Frost)
• More naturalistic instruction incorporating child’s choice/preference, naturally rewarding consequences
Contemporary ABA(cont.)
• Teaching in context of play and functional activities
• Control of teaching interaction shared, with child initiating communicative exchanges more and adult responding
Group/Classroom Instruction: TEACCH
• Primary purpose: Improve each individual’s adaptation, level of skill
• Modify, structure the environment to accommodate autism deficits
• Aim to increase independent functioning (emphasis on visual components of structure)
• Structured teaching = framework in which vocational, social, and living skills taught
Group/Classroom Instruction: TEACCH (cont.)
• 4 major components of structured teaching:– physical organization– schedules– work systems– task organization
Characteristics of Effective Preschool Programs
• Low adult:child ratio to teach core skills • Highly structured, predictable classroom
routines • Functional approach to challenging behaviors • Direct instruction in “survival skills” for
transition • Family involvement in intervention • Intensity of intervention (15 – 40 hours/week)
Characteristics of Effective Preschool Programs (cont.)
• Curriculum Content (Direct instruction in core skills): – Attention to environment, especially to
people– Ability to imitate others– Ability to comprehend and use language– Ability to play appropriately with toys– Ability to socially interact with others
Other Therapies
• Complementary Medicine • Treatments specifically for
sensory-motor issues• Auditory Processing• Treatments specifically for social
relationships• Reading Intervention
Complementary Medicine
• Medications• Vitamins• Nutritional Supplements• Dietary Interventions• Immune System• Allergy treatment• Heavy Metals (Chelation)
Treatments specifically for sensory-motor issues
• Sensory Integration Therapy – Focuses on sensory processing issues
and difficulties from poor integration of information from sensory systems, especially, proprioceptive, vestibular, and tactile; motor planning problems, regulatory issues of arousal
– Through sensory stimulation and sensory-motor challenges
Auditory Processing
• Auditory Integration Therapy– Berard Tomatis, Others– Treatment for sound sensitivity;
modulated music through headphones with filtering of certain sound frequencies
• Processing Speed– FastForWord
Treatments specifically for social relationships
• Integrated Playgroups (Pamela Wolfberg)
• Social Stories (Carol Gray)• Relationship Development Intervention
(Steven Gutstein)• Reading Intervention
– Lindamood-Bell (Patricia Lindamood, Phyllis Lindamood, Nanci Bell)
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