Educating Children with Autism (2001) / Chapter Skim
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Pages 40-46
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From page 40... ...
Education provides opportunities for the acquisition of knowledge and skills that support personal independence and social responsibility (Kavale and Forness, 1999~. For a child with an autistic spectrum disorder or any other developmental disability, how independence and responsible participation in a social world are manifested may include different behaviors from those targeted as goals for more typical children, though often the similarities are greater than the differences.
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From page 41... ...
Yet challenges in making skills truly useful in terms of spontaneity and generalizability across environments are significant across all areas. INTERVENTIONS AS PATHS TO GOALS Research on the effectiveness of early interventions and on the course of development of autistic spectrum disorders provides some insight into the complexities of the selection of appropriate goals for education in autism.
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From page 42... ...
Sometimes goals for treatment and education involve attempting to limit and treat the effects of one aspect of autism, with the assumption that such a treatment will allow a child to function more competently in a range of activities. For example, a number of different treatment programs emphasize treating the sensory abnormalities of autism, with the implication that this will facilitate a child's acquisition of communication or social skills (e.g., auditory integration; sensory integration)
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From page 43... ...
OUTCOMES Because the range of outcomes for children with autistic spectrum disorders is so broad, the possibility of relatively normal functioning in later childhood and adulthood offers hope to many parents of young children. Although recent literature has conveyed more modest claims, the possibility of permanent "recovery" from autism, in the sense of eventual attainment of language, social and cognitive skills at, or close to, age level, has been raised in association with a number of educational and treatment programs (see Prizant and Rubin, 1999~.
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From page 44... ...
In single-subject reports, changes in some form are almost always documented within weeks, if not days, after the intervention has begun. Studies over longer periods of time have documented that joint attention, early language skills, and imitation are core deficits that are the hallmarks of the disorder, and are predictive of longer-term outcome in language, adaptive behaviors, and academic skills.
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From page 45... ...
ll Characteristics of Effective Interventions
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From page 46... ...
on children with autistic spectrum disorders who attended an integrated preschool. These children required an average of ~ ~ months to exchange "T want + symbol" sentence strips with adults and 14 months with peers.
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