Many different strategies and techniques help children with autism spectrum disorder (ASD) learn to interact with others and acquire new skills that may help them talk, play, participate in school, and care for their needs. Read on to learn more from the American Academy of Pediatrics about educational and public programs for children with ASD.
Effective Educational Programs
According to an expert panel writing for the National Academy of Sciences, effective educational programs designed for infants and children with ASD from birth to 8 years of age should
- Offer choices. The program should offer a variety of behavioral, language, social, play, and cognitive strategies that are individualized to the child. If possible, the child should also receive direct speech, occupational, and physical therapies according to individual needs.
- Have clear goals. An individualized plan should include specific, observable, and measurable goals and objectives in each developmental and behavioral area of intervention.
- Be intense. The program should be intense, with a goal of 20 to 25 hours of planned intervention or instruction per week. It should be given year-round. Most children benefit from a staff to children ratio of 1:1 or 1:2 and with an adult in initial interventions.
- Encourage parents to be fully involved. Siblings and peers should also be included in the program. Children often learn best by modeling typically developing children in inclusive settings. The family should have support from the therapy team so that they can promote social skills, functional communication, and appropriate behaviors at home.
- Take place in everyday settings. To promote generalization of newly acquired skills, interventions should take place in everyday settings. Playing and learning with children without ASD may help children with ASD learn social and language skills.
- Address behavior problems. A functional analysis of behavior should be done when there are behavior problems. Information gained should be used to design a behavior management plan. The family should be involved so that they can work on their child’s behavioral needs too.
- Monitor progress often. If goals and objectives are not being met in a reasonable amount of time, the program should be evaluated and revised as needed.
The types and quality of services may vary depending on where a family lives. Efforts are being made nationally to increase funding and training so that professionals can meet the needs of children with ASD in medical and educational settings. While resources vary among communities, a combination of parent and professional interventions can improve the development of children with ASD.
Children should be referred for an appropriate community-based program as soon as a delay is suspected. Parents should not wait for a definitive diagnosis of ASD because this may take quite some time. For example, speech therapy evaluation and treatment should be started as soon as a communication delay is identified. Once ASD or another developmental disability is definitively diagnosed, the specific program or goals of the program can be changed to best meet the needs of the child and family. Keep in mind that diagnosis can be an ongoing process as additional signs and symptoms become noticeable or others improve.
Although all children with ASD will need some type of educational services and support and most may need therapy and behavioral intervention, only certain children will need medicine. Medicine may be used to help decrease a behavior that could interfere with making progress, such as learning or interaction with others, aggression, obsessions, or hyperactivity.
Parents are encouraged to learn as much as they can about all the different treatments available. Treatment should focus on supporting the child to succeed in the real world.
Public Programs
Services are available for children once problems become evident. Pediatricians can help identify where the family should take their child who is suspected of having ASD for diagnostic assessment and intervention.
Early Intervention Program
For infants and children younger than 3 years, the referral may be for a local EI program (see the Resources section on page 32. Families may also contact the EI program directly. This is a federally and state-funded program that helps infants and toddlers with delays or behavioral challenges. If a child is eligible for services, a team of specialists will, with family input and involvement, develop an Individual Family Service Plan (IFSP). This program becomes a guide for the services that will be provided until the child turns 3 years of age. It may include parent training and support, direct therapy, and special equipment. Other services may be offered if they benefit the child or family. Also, services can be provided in different places such as the home, a child care center, or a preschool. If continued help is needed after 3 years of age, the child’s program is transferred to the local school district for administration.
DeleteIndividualized Education Program
If a child is 3 years or older at the time of concern, the referral may be to the local public school district. Families may also contact the local public school directly. If the child is eligible for services because of the diagnosis of ASD and supporting educational, IQ, and language test results, the school district staff will, with parent input, develop an Individualized Education Program (IEP). This plan provides many of the same services as the IFSP, but the focus shifts from child and family to school services mainly for the child. The level of services may also be different. If the child continues to need special education and services, the IEP will be reviewed and revised periodically. The IEP should be revised to meet the child’s changing needs as he grows older and develops new skills.
DeleteAdditional Programs
While federal law mandates a free and appropriate education (FAPE) for all children, some communities have private schools and other supplemental services specifically designed to help children with ASD. Families may seek out additional services to supplement the public school program. Families should review their child’s program with their child’s pediatrician to make certain they are accessing all the services that may benefit their child.
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