Educating Children with Autism (2001) / Chapter Skim
Currently Skimming:
16 Conclusions and Recommendations
16 Conclusions and Recommendations
Pages 211-230
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From page 211... ...
. The manifestations of autism vary considerably across children and within an individual child over time.
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From page 212... ...
Identifying narrow categories within autism is necessary for some research purposes; however, the clinical or educational benefit to subclassifying autistic spectrum disorders purely by diagnosis is debated. In contrast, individual differences in language development, verbal and nonverbal communication, sensory or motor skills, adaptive behavior, and cognitive abilities have significant effects on behavioral presentation and outcome, and, consequently, have specific implications for educational goals and strategies.
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From page 213... ...
, regardless of level of severity or function, should be eligible for special educational services within the category of autistic spectrum disorders, as opposed to other
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From page 214... ...
ROLE OF FAMILIES Conclusions Having a child with an autistic spectrum disorder is a challenge for any family. Involvement of families in the education of young children with autistic spectrum disorders can occur at multiple levels, including advocacy, parents as participating partners in and agents of education or
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From page 215... ...
More information is needed about the benefits of a family-centered orientation or combined family-centered and formalized parent training in helping parents. It is well established that parents can learn and successfully apply skills to changing the behavior of their children with autistic spectrum disorders, though little is known about the effects of cultural differences, such as race, ethnicity, and social class, nor about the interactions among family factors, child characteristics, and features of educational intervention.
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From page 216... ...
, which addresses family support and service coordination, including private service providers, services should be extended to include families of children at least up to age 8 years. GOALS FOR EDUCATIONAL SERVICES Conclusions At the root of questions about the most appropriate educational interventions lie differences in assumptions about what is possible and what is important to give students with autistic spectrum disorders through education.
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From page 217... ...
Many treatment studies report postintervention placement as an outcome measure. While successful participation in regular classrooms is an important goal for some children with autistic spectrum disorders, the usefulness of placement in regular education classes as an outcome measure is limited, because placement may be related to many variables other than the characteristics of the child (e.g., prevailing trends in inclusion, availability of other services)
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From page 218... ...
; b. Expressive verbal language, receptive language, and nonverbal communication skills; A functional symbolic communication system; d.
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From page 219... ...
, including sufficient amounts of adult attention in one-to-one and very small group instruction to meet individualized goals; · inclusion of a family component, including parent training; · low student/teacher ratios (no more than two young children with autistic spectrum disorders per adult in the classroom) ; and · mechanisms for ongoing program evaluation and assessments of individual children's progress, with results translated into adjustments in programming.
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From page 220... ...
Therefore, it becomes crucial to specify time engaged in social and focused activity as part of a program for children with autistic spectrum disorders. Based on a set of individualized, specialized objectives and plans that are systematically implemented, educational services should begin as soon as a child is suspected of having an autistic spectrum disorder.
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From page 221... ...
b. Social instruction should be delivered throughout the day in various settings, using specific activities and interventions planned to meet age-appropriate, individualized social goals (e.g., with very young children, response to maternal imitation; with preschool children, cooperative activities with peers)
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From page 222... ...
However, the implementation and specification of these services are variable. Early intervention for young children with autistic spectrum disorders is expensive, and most local schools need financial help from the state and federal programs to provide appropriate services.
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From page 223... ...
One such mechanism could be an autistic spectrum disorders support systems task force that would examine the relevant provisions for personnel preparation, technical assistance, and demonstration of exemplary programs and would make recommendations as to what would be needed to bring a state's support systems into alignment with quality education for children with autistic spectrum disorders. States should monitor coordination among and transitions between service delivery systems and should develop ways to facilitate these processes.
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From page 224... ...
Since levels of information about autistic spectrum disorders vary greatly within the groups and agencies that make funding and policy decisions about autistic spectrum disorders, including state task forces in education and review panels in federal agencies, it is crucial that persons knowledgeable in the range of needs and interventions associated with autistic spectrum disorders be included in those decision-making activities. PERSONNEL PREPARATION Conclusions The nature of autistic spectrum disorders and other disabilities that frequently accompany them has significant implications for approaches to education and intervention at school, in the home, and in the community.
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From page 225... ...
The wide range of IQ scores and verbal skills associated with autistic spectrum disorders, from profound mental retardation and severe language impairments to superior intelligence, intensify the need for personnel training. To enable teachers to adequately work with parents and with other professionals to set appropriate goals, teachers need familiarity with the course of autistic spectrum disorders and the range of possible outcomes.
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From page 226... ...
6-1 6-2 6-4 The Office of Special Education Programs should establish a 5year plan to provide priority funds for preservice and inservice preparation for teachers, paraprofessionals, and other personnel providing services for children with autistic spectrum disorders, including children under age 3 years. The need for a team approach involving many professions should be addressed by personnel preparation and practicum work within multidisciplined organizations and teams.
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From page 227... ...
Altogether, a large research base exists, but with relatively little integration across bodies of literature. Highly knowledgeable researchers in one area of autistic spectrum disorders may have minimal information from other perspectives, even about studies with direct bearing on their findings.
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From page 228... ...
Funders and performers of research should recognize that valuable information can be provided by a variety of approaches to research in intervention, including group experimental and single-subject designs. In order to help educators and consumers make informed decisions about appropriate methods of intervention for particular children, federal agencies involved in autistic spectrum disorders initiatives (including the Office of Special Education Programs, the Office of Educational Research and Improvement, the National Institute of Child Health and Human Development, the National Institute of Mental Health, the National Institute of Neurological Disorders and Stroke, and the National Institute on Deafness and Other Communication Disorders)
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From page 229... ...
Competitively funded initiatives in early education in autistic spectrum disorders should require plans and contain sufficient funding for short- and long-term assessment of child outcomes and measures of program efficacy.
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From page 230... ...
Dawson 999 Early Identification of I -Year-Olds with Autism Versus Mental Retardation Based on Home Videotapes of First Birthday Parties. Proceedings of the Society for Research in Child Development, Albuquerque, NM.
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