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The Autism Education

Educational Intervention

Educational interventions attempt to help children not only to learn academic subjects and gain traditional readiness skills, but also to improve functional communication and spontaneity, enhance social skills such as joint attention, gain cognitive skills such as symbolic play, reduce disruptive behavior, and generalize learned skills by applying them to new situations. Several model programs have been developed, which in practice often overlap and share many features, including:

  • early intervention that does not wait for a definitive diagnosis;
  • intense intervention, at least 25 hours per week, 12 months per year;
  • low student/teacher ratio;
  • family involvement, including training of parents;
  • interaction with neurotypical peers;
  • structure that includes predictable routine and clear physical boundaries to lessen distraction; and
  • ongoing measurement of a systematically planned intervention, resulting in adjustments as needed.

Several educational intervention methods are available, as discussed below. They can take place at home, at school, or at a center devoted to autism treatment; they can be done by parents, teachers, speech and language therapists, and occupational therapists. A 2007 study found that augmenting a center-based program with weekly home visits by ateacher improved cognitive development and behavior.
Studies of interventions have methodological problems that prevent definitive conclusions about efficacy. Although many psychosocial interventions have some positive evidence, suggesting that some form of treatment is preferable to no treatment, the methodological quality of systematic reviews of these studies has generally been poor, their clinical results are mostly tentative, and there is little evidence for the relative effectiveness of treatment options. Concerns about outcome measures, such as their inconsistent use, most greatly affect how the results of scientific studies are interpreted. A 2009 Minnesota study found that parents follow behavioral treatment recommendations significantly less often than they follow medical recommendations, and that they adhere more often to reinforcement than to punishment recommendations. Intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills, and often improve functioning and decrease symptom severity and maladaptive behaviors; claims that intervention by around age three years is crucial are not substantiated.

Applied Behavior Analysis

Applied behavior analysis (ABA) is the applied research field of the science of behavior analysis, and it underpins a wide range of techniques used to treat autism and many other behaviors and diagnoses. ABA-based interventions focus on teaching tasks one-on-one using the behaviorist principles of stimulus, response and reward, and on reliable measurement and objective evaluation of observed behavior. There is wide variation in the professional practice of behavior analysis and among the assessments and interventions used in school-based ABA programs. Many interventions rely heavily on discrete trial teaching (DTT) methods, which use stimulus-response-reward techniques to teach foundational skills such as attention, compliance, and imitation.However, children have problems using DTT-taught skills in natural environments. These students are often taught with Natural language procedures to help lessen problems from DTT. In functional assessment, a common technique, a teacher formulates a clear description of a problem behavior, identifies antecedents, consequents, and other environmental factors that influence and maintain the behavior, develops hypotheses about what occasions and maintains the behavior, and collects observations to support the hypotheses. A few more-comprehensive ABA programs use multiple assessment and intervention methods individually and dynamically.
ABA-based techniques have demonstrated effectiveness in several controlled studies: children have been shown to make sustained gains in academic performance, adaptive behavior, and language, with outcomes significantly better than control groups. A 2009 review of educational interventions for children, whose mean age was six years or less at intake, found that the higher-quality studies all assessed ABA, that ABA is well-established and no other educational treatment is considered probably-efficacious, and that intensive ABA treatment, carried out by trained therapists, is demonstrated effective in enhancing global functioning in pre-school children. These gains maybe complicated by initial IQ. A 2008 evidence-based review of comprehensive treatment approaches found that ABA is well-established for improving intellectual performance of young children with ASD. A 2009 comprehensive synthesis of early intensive behavioral intervention (EIBI), a form of ABA treatment, found that EIBI produces strong effects, suggesting that it can be effective for some children with autism; it also found that the large effects might be an artifact of comparison groups with treatments that have yet to be empirically validated, and that no comparisons between EIBI and other widely recognized treatment programs have been published. A 2009 systematic review came to the same principal conclusion that EIBI is effective for some but not all children, with wide variability in response to treatment; it also suggested that any gains are likely to be greatest in the first year of intervention. A 2009 meta-analysis concluded that EIBI has a large effect on full-scale intelligence and a moderate effect on adaptive behavior. However, a 2009 systematic review and meta-analysis found that applied behavior intervention (ABI), another name for EIBI, did not significantly improve outcomes compared with standard care of preschool children with ASD in the areas of cognitive outcome, expressive language, receptive language, and adaptive behavior. Applied behavior analysis is cost effective for administrators
Recently behavior analysts have built comprehensive models of child development (see Behavior analysis of child development ) to generate models for prevention as well as treatment for autism.

 

 
 

 About Dr. Lu

Dr. Lu  completed his medical education and training in China. (The Chinese Academy of Medical Sciences and Shandong University Medical College respectively) Over 20 years clinic and research experiences in both medical school and hospital, Dr. Lu learned both West Medicine and Traditional Chinese Medicine including modern medical technology, acupuncture, medicinal herbs, and specializing in neurology. After years practice and accomplishments in China, Dr. Lu was invited as a visiting  professor at the University of South Carolina, School of Medicine in 1991. After excellent achievements in research program funded by NIH and NSF, Dr. Lu decided to become a Doctor of Chiropractic in order to introduce the Traditional Chinese Medicine to the Western culture. Obtained Doctor Degree of Chiropractic from Parker College of Chiropractic, Dr. Lu became a licensed Doctor of Chiropractic and Board Permit in Acupuncture, then began his practice in Dallas Texas since then. Dr. Lu learned NAET and became a NAET Instructor in 2003 and 2014 respectively. In 2007 Dr. Lu was voted the best Acupuncturist in the City of Richardson by Living Magazine. In 2013, Dr. Lu was rated the Best Chiropractor in City of Plano. In 2014 advanced to America's Top Chiropractors specialized in Natural Medicine.
 
     

 

Dr. Lu Profile Picture

Doctor of Chiropractic;
Board Permit in Acupuncture

M.D. in China
Over 20 years of Clinic Experience
Member of ACA

Jing Su, Ph.D.

Jing Su, Ph.D.

Director of Research

Best Chiro 2013

Best Chiropractic 2013

Top Chiro USA 2014

America's Top Chiropractors in Natural Medicine 2014
Acupuncture Care
Chiropractic Care
 
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