- Create Individualized Programs to Meet the Specific Needs of the Child
- Make the Family the Focus in Developing Intervention Plans
- Implement Quality Assurance through Ongoing Data Collection and Analysis
- Use Research Based Intervention Strategies
- Maintain Cultural Awareness and Sensitivity
- Apply a Collaborative Team Approach in Assessment and Intervention
- Sustain a Positive Outlook and a Holistic Approach in Assessing Resources and Needs
- Provide Community Based Comprehensive Services
An important aspect of the intervention is to assist the family with strategies to decrease inappropriate behaviors, and to put emphasis on skill acquisition. It is important to embed the proposed strategies across a variety of routines, such as free time/leisure activities in the home as well as during more structured activities.
Upon reaching a desired level of progress for each behavior objective, opportunities should also be given for performance of the newly acquired skills across a variety of settings and individuals outside the home, such as social functions and community outings to generalize the learned behaviors.
Once alternate behaviors are established through the use of continuous reinforcement, the reinforcement schedules are thinned to an appropriate intermittent schedule depending on the type of reinforces being used and the level of progress achieved. Focus is placed on the use of natural reinforces, in which the reinforcement is related to the behavior being taught, such as access to item/activity upon performance of the appropriate behavior or request.
German, Assyrian, Russian, Tagalog, Mandarin, and Cantonese..
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- Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K.(2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders. 32, 423-446.
- McConnell, S. (2002).Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32, 351-372.
- Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions from single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166-175.
- Smith, T. (1999). Outcome of early intervention for children with autism. Clinical Psychology: Science and Practice, 6, 33-49.
- United States Surgeon General (1998). Mental health: A report of the Surgeon General. Washington, DC: Author.
- Maine Administrators of Services for Children with Disabilities (MADSEC). (1999). Report of the MADSEC autism task force (revised ed.). Manchester, ME: Author.
- New York State Department of Health, Early Intervention Program. (1999). Clinical practice guideline: The guideline technical report. Autism/ pervasive developmental disorders, assessment and intervention for young children (Age 0-3 Years). Albany, NY: Author.
- Maurice, C. Green, G., & Luce, S. C. (Eds.). Behavioral intervention for young children with autism: A manual for parents and professionals. (pp. 45-67). Austin, TX: Pro-Ed.
- Maurice, C., Green, G., & Foxx, R. (Eds.). Making a difference: Behavioral intervention in autism. Austin, TX: Pro-Ed.