Autism Intervention, Essay Example

Autism refers to a neurodevelopment disorder that confronts both medical professionals and families of autistic individuals to ascertain effective interventions that actually enhances the lives of those who are burdened by disorders on the autistic spectrum. As a result of the hardships in ascertaining effective interventions that are readily available in various geographic locales and regardless of the financial resources a family possesses, various interventions have germinated in this field, although they largely do no have enough scientific research to bolster their validity. However, children and adults who suffer from autism must be dealt with on an idiosyncratic basis, which is why the preferred interventions are evidence-based since several research strategies that constituted the basis of traditional research regarding treatment—i.e. randomized trials with controlled variables—have hitherto not used large enough sample sizes to be rendered representative of the entire population (Simpson et al., 2005). Leonard is a young student with autism who is quite fidgety, and he finds it difficult to sit at his desk for more than a few minutes. As such, a behavioral intervention is necessary in order for Leonard to be able to sit still and concentrate, which will enhance his overall education.

In order to implement an effective intervention plan, it is important to comprehend the types of autistic behaviors Leonard demonstrates in classroom settings. Leonard is required and instructed to complete 3 problems for his class work. Leonard completes the work at his seat haphazardly and submits it. The work is sloppy, confusing, and he has not finished it. Leonard is allowed to run an errand to the administrator’s office, which functions as a means of negative reinforcement in addition to sensory regulation. The educator requests that Leonard sit in his chair appropriately, although he usually fails to comply and proceeds to sit at the end of his seat. He then begins to place his fingers in his mouth. The educator chooses to ignore him while the paraprofessional removes his fingers out of his mouth, which serves as sensory stimulation. During work time, learners are instructed to work independently as the educator and paraprofessional assists the learners who are in need of help. Leonard discovers materials at the back of the classroom learning environment and proceeds to go and play- ignoring his class work. He is summoned to return to his chair as a means of both positive reinforcement as well as sensory regulation. Leonard is instructed to complete his work in his chair, but rather than comply Leonard chooses to converse with his peers. As a result, Leonard’s peers cease working and begin to converse with him at the behest of the instructor for both positive reinforcement and sensory stimulation. Leonard attempts to stay in his chair as he awaits the start of an assembly and often begins to move back and forth in his chair which results in him falling on the floor. Pedagogues encourage him to stop being so shifty and to sit still as a means of positive reinforcement for Leonard’s behaviors.

Thus, it is unequivocal that Leonard is an outgoing and pleasant learner who enjoys interacting with his peers. He is a learner who truly relishes physical education and the time spent at recess. Nevertheless, Leonard is indeed struggling academically, and many times is unable to sit still for a long period of time which is why the target behavior in the intervention plan is geared towards abating such disruptive behavior. The intervention strategy is thus multifaceted and will take place over a protracted period of time. One component calls for adults utilizing a diminutive timer to time how long Leonard must sit at his desk. This exercise should be carried out so that Leonard must also be cognizant of the timer and how long it has been set for. After several minutes, when the timer goes off, Leonard will subsequently have the opportunity to go on an errand at the behest of the teacher or go on a short walk. Such positive reinforcement enables Leonard to remain mobile and not have to sit for a protracted period of time. The deployment of the timer will restrict the number of times that he can leave his desk and wander. Multiple actors are involved in this intervention strategy, including pedagogues, paraprofessionals, school personnel who interact with Leonard on a quotidian basis, and various assistants working on campus who interact with Leonard frequently. It is important that those involved in the intervention laud Leonard when he stays in his seat for the slotted time until the timer goes off.

Approaches to autism that are behavior-based emphasizing teaching children such as Leonard new skills and behaviors through the utilization of structured and specialized techniques that are rendered the optimal teaching mechanisms for both encouraging positive behaviors and developing new skills. Positive Behavioral Support derives from learning theory, which states that the majority of human behaviors can be learned via interaction with the environment. At the fulcrum of this theory is that all behaviors have a particular purpose, so difficult behaviors can be mitigated if there is a specific goal that needs to be achieved as a result of the demonstration of behaviors rendered positive. Such an approach is meaningful to all actors involved with the autistic child and is implemented by various people whom Leonard interacts with on a quotidian basis. As such, this intervention is useful in educational contexts through the approach of altering the environment in which Leonard cannot sit still: in the classroom. There are three steps that are necessary in this intervention. First, Leonard should receive a medical evaluation in order to ensure that his problematic behaviors are not attributed to a peripheral physical malady. Second, a psychologist must schedule a meeting with Leonard’s family in addition to scheduling various observation sessions to pinpoint the reason for Leonard’s behaviors and what he gains or benefits from such observable behaviors. This step refers to a process known as a practitioners’ functional assessment. After a meticulous assessment, families need to collaborate with the practitioner in order to create a meticulous plan to eradicate or abate any and all triggers of the observed problem behaviors—i.e. Leonard’s inability to stay still in his seat and the ease in which he gets distracted—and in what contexts should this behavior be monitored, especially within educational contexts. Rewarding Leonard in certain situations when triggers are minimized and directions are followed should yield positive results. Within this intervention, it is hoped that Leonard is able to transpose positive behaviors both within other educational contexts and peripheral ones as well. This intervention is thus predicated on the collaboration between practitioners, pedagogues, and the family. Parents must implement this strategy within domestic settings to reinforce positive behaviors or else the efficacy of this intervention would be rendered obsolete.

References

Centers for Disease Control and Prevention (CDC). (2009). Prevalence of autism spectrum  disorders – Autism and developmental disabilities monitoring network, United States. CDC. Retrieved November 11, 2015 from  www.cdc.gov/ncbddd/autism/states/ADDMCommunityReport2009.pdf

Myers, S.M. & Johnson, C.P. (2007). American Academy of Pediatrics, Council on Childrenite Disabilities: Management of children with autism spectrum disorders. Pediatrics, 20(5), 1162-1182.

Simpson, R. L. et al. (2005). Autism spectrum disorders: Interventions and treatments for children and youth. Thousand Oaks, CA: Corwin Press.