Evidenced-Based Practices for Young Children with Autism

With the increasing numbers of children identified with autism spectrum disorders, schools and treatment providers are being urged to identify and utilize practices that have scientific evidence for their effectiveness.  

Levy, Kim, & Olive (2006) examined intervention studies conducted with young children with autism.  Interventions associated with large effects shared three similar characteristics:

    (a) The interventions focused on a variety of areas including     language, behavior management, social skills, initiated at an

    early age;

    (b) the interventions were intensive and lasted for a long time

    (at least one year); and

    (c) the interventions involved the children's parents who can     facilitate the generalization process of learned skills.

Simpson, et al. (2005) categorized common treatment interventions for children with autism based upon their scientific evidence.  Interventions in the category include;

    Applied Behavior Analysis

    Discrete Trial Teaching

    Pivotal Response Training

    Functional Communication Training

Interventions in the promising practice (preliminary data is supportive, but more studies must occur) category include:

    Picture Exchange Communication System

    Incidental Teaching Structured Teaching (e.g. TEACH)     Augmentative Alternative Communication

    Assistive Technology

    Joint Action Routines

    Picture Activity Schedules

Interventions with limited supporting information for practice include:

    Gentle Teaching

    Option Method

    Floor Time

    Pet/Animal Therapy

    Relationship Development Intervention (RDI)

    Van Kijk Curricular Approach

    Fast ForWord

    Cognitive Scripts

    Cartooning

    Power Cards

    Scotopic Sensitivity Syndrome

    Auditory Integration Training (AIT)

    Megavitamin Therapy

    Feingold Diet

    Herb, Mineral, and Other Supplements

    Music Therapy

    Art Therapy

Parents of children with Autism, school district personnel and treatment providers must be knowledgeable about evidenced based treatment practices. Practices with limited to no empirical evidence should be avoided. 

                                                       Pete Molino, M.Ed., BCBA

References

Levy, S., Kim, A., Olive, M.L. (2006). Interventions for young

     children with autism: A synthesis of the literature. Focus on

     Autism and Other Developmental Disabilities, 21, (1),       55-62.

Simpson, R., de Boer-Ott, S., Griswold, D., Myles, B.,

     Byrd, S., Ganz, J. (2005). Autism spectrum disorders:

     Interventions and treatments for children and youth.     

     Corwin Press, Thousand Oakes, CA.