FCT Intervention Summary

Augmentative-Alternative Communication (AAC) is the description for communication strategies or physical tools that ASD individuals use to enhance their capability of understanding others and enhancing the ability of ASD individuals to make their needs, wants and intentions known (DynaVox 2009). AAC aids people who have some type of problem with writing or speaking so their uses are not only restricted to ASD children and adults. The no-technology version of AAC does not require a physical aid because AAC is when pointing or making gestures is used to show what is needed or wanted. The low technology version is the use of communication books and electronic communication boards. High technology AAC

2009: p. 1383). The first course involves most of the diagnoses occur in a gradual nature, and the parents concern are reported in the first two years around the ages 3 to 4. The early signs of ASD encompasses delay in pretend play and failing to show interests (Zwaignbaum, 2001: p.2037). The second course are characterised by the normal or near-normal development, leading to a loss of skills or regression within the first 2 to 3 years. Regression can occur in the form of multiple domains, including communication, cognitive, social, and self-help. However, the most common regression in ASD is the loss of language (Martinez-Pedraza and Carter, 2009: p. 645; Werner et al. 2005: p. 337). Subsequently, there has been much controversy over the differential outcomes based on these two developmental courses. Some studies have suggested that the regression is linked with the poorer outcomes and recorded no differences amongst those with the early gradual onset and those who have experienced a regression period (Mash and Barkley, 2003: p. 409). Although, there is conflicting evidence that surrounds the language outcomes within ASD, some studies have indicated that the language and cognitive abilities at the age of 2 and a half can help predict language proficiency and the production after age 5 (Weismer et al. 2015: p. 1327). Thus, highlighting the importance of early intervening to

This paper presents the Picture Exchange Communication System (PECS), which is a behaviorally image based message that was developed in 1985 by Andrew S. Bondy Ph. D and Lori Frost, M.S., CCC/SLP in order to help children under the Autism Spectrum Disorder (ASD) to communicate with their environment. In this work I would like to present to the reader the theory behind this social intervention for children with autism which is Applied Behavior Analysis (ABA), then I want to explain the six phases of PECS, and the application within the classroom settings. At the end, these definitions would help us to better understand concepts and try to apply this technique in our diverse teaching-learning settings in order to help children under the Autism

Speech therapy is also a commonly used therapy with children who have been diagnosed with ASD. Every educator interviewed included speech therapy in the list of therapies they incorporate into educating students with ASD. Speech is helpful

Facilitated Communication (FC) is a technique used by some caregivers in an attempt to help those with severe communication disabilities. Rosemary Crossley, the originator of FC, came up with this technique in the late 1970’s and it was originally used for individuals with cerebral palsy. A little over a decade later, FC made its way to the U.S. by way of Douglas Biklen and he extended it to autism. Biklen argued that we had it all wrong and that autism is primarily a motor, not mental, disorder. For that reason, many used FC, or supported typing as it is called today, as a means to communicate with autistic individuals who have severe communication disabilities. FC requires two people, the individual with autism and the facilitator.

A few sets of parents underwent training in order to correctly teach their child the most effective way possible. The dependent variable being measured was the language skills their children learned over the course of a few months. months. This study reported, “that a group training model for the parents is beneficial in targeting language deficits observed in children with ASD” (Minjarez, 98). The children from the study presented enormous growth in their language skills as well as behavioral and emotional. These experiments as well as others currently being conducted help provide beneficial evidence that focus on other ways to provide education for children with ASD. Overall, while PRT itself has tremendous benefits, the fact that it can be brought into the home with evidence that it is effective is even better. This method has continued to be revised and studied for many years since the 1970’s and making it available to everyone who has a child with ASD is the overall

Another method that is commonly used as an intervention for students with ASD is the Early Start Denver Model (ESDM). ESDM is an inclusive behavioral intervention for infants to preschool-aged children (Dawson et al., 2009; Vivanti et al., 2014). The learning objectives are based on individual strengths and weaknesses, with a focus on developmental fields that are foundational to social and social-cognitive learning and development (Vivanti et al., 2014). The students with ASD work to enhance their verbal and nonverbal communication, emotion sharing, imitation, joint attention, play, social orienting, and attention (Rogers et al., 2012).

Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play

One of the aspects of PECS that I like is how the people around the individual to use this system can see the results and progress, and how the person can implement the same communication skills in different settings. In comparison to others non-verbal communication systems for people with autism from past readings, it seems that PECS have better outcomes and is more recommendable to use. Although PECS can present difficulty at interpreting some of the used symbols, like the generic and mood/feeling symbols. The identification of feelings through cards could represent an issue because a person with autism presents difficulty at identifying their mood and feelings.

With the prevalence of autism at an all-time high, there are many benefits to identifying a child as early as possible. Identification and intervention can dramatically improve outcomes for children with ASD. Children have increased neural plasticity at a very early age, making it easier for children to learn new skills such as communication, play, and overall skill development. Early intervention will improve children’s behaviors and remediate areas of weaknesses. Also, according to the New Jersey Early Intervention System program, early intervention makes the transition into preschool easier for children diagnosed with autism. In addition, parent-implemented intervention usually leads to better parent-child interaction, improved communication, behavior, and better maternal knowledge of autism.

Ogletree, B. T., Morrow-Odom, K. L., & Westling, D. (2015). Understanding the brain–behavior relationship in persons with ASD: Implications for PECS as a treatment choice. Developmental neuro-rehabilitation, 18(2),

According to the American Speech-Language-Hearing Association (ASHA), Autism spectrum disorder (ASD) is defined as "a neurodevelopmental disorder characterized by deficits in social communication and social interaction and the presence of restricted, repetitive behaviors. Social communication deficits include impairments in aspects of joint attention and social reciprocity, as well as challenges in the use of verbal and nonverbal communicative behaviors for social interaction" (2016). The Early Start Denver Model (ESDM) in a language intervention program recommended for children, usually 12 to 48 months of age, who present with ASD (Vivanti, 2016). According to Autism Speaks Inc., ESDM intervention requires training and certification and can be delivered by a psychologist, behaviorist, occupational therapist, speech and language pathologist, early intervention specialist or developmental pediatrician, and is intended as a naturalistic approach to therapy because it does not require a fixed setting for delivery. Generalization of the intervention requires intense parent involvement and "can be delivered by therapy teams and/or parents in group programs or individual sessions in either a clinic setting or the child 's home" (2016). According to Schreibman et al., ESDM combines naturalistic intervention behavioral intervention (NDBI) with Applied Behavioral Analysis (ABA) principles, which have shown through evidence based practice to induce behavioral changes,

This article was written by Judy Wang, PT, and DPT, and focuses on physical therapy can be a great way to treat children with autism spectrum disorder I with significant social, communicative, and behavioral challenges but communication is the one they have the most difficult with. The physical therapist help the kids gain more confident in the skills that they can use it future. Pediatric physical therapists design the treatment so that their movements that they use in social participation are lowered and the ones that are in independence are used. Physical therapist are much involved in the lives of children with ASD, to improve their day to day functioning so when they get older they do well.

The study included 61 preschool children with autism who were randomized to one of two groups; one receiving intervention

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,