|Autism Intervention Programs|
|Friday, September 2, 2022|
|4:00 PM–4:50 PM |
|Meeting Level 1: Liffey B|
|Instruction Level: Advanced|
|Chair: Dawn Patterson (West Chester University of PA)|
Inclusive Early Intervention for Children With Autism Spectrum Disorder: Where Are We Now?
|DAWN PATTERSON (West Chester University of PA), S. Christy Hicks (West Chester University)|
Early Intervention is an essential need for young children to close the achievement gaps of their chronologically aged peers. In the United States, the Individuals with Disabilities Improvement Act (IDEA, 2004) requires that special education services are received in the least restrictive environment. For young children, this is either their home or a childcare setting. Characteristics of autism spectrum disorder (ASD), present challenges for the young children to remain successfully involved in the classroom activities. The purpose of this literature review is to gather research conducted from 1992 to 2020, on center-based early intervention for children with ASD from birth to five years old. The information gathered will provide researchers with quality information to guide future research and practice on the topic.
|Ensuring Competent and Professional Staff in Autism Intervention Programs|
|Domain: Service Delivery|
|ANNA BUDZINSKA (Institute for Child Development in Gdansk, POLAND), Iwona Ruta-Sominka (Institute for Child Development, Poland), Dawn B. Townsend (Alliance for Scientific Autism Intervention), Kevin J. Brothers (Somerset Hills Learning Institute), Susan M. Vener (New York Child Learning Institute), Eric Rozenblat (Institute for Educational Achievement)|
|Abstract: The number of intervention programs for individuals with autism has grown in recent years and many of them are based on Applied Behavior Analysis (ABA) (Dawson & Bernier, 2013; Eikeseth, 2011). The increase of therapeutic programs for autistic people should relate to the growing number of qualified therapists.
The Institute for Child Development (IWRD) in Gdansk is providing a science-based intervention to children with ASD since 16 years. IWRD is the first and the only institution in Poland, which is a member of the Alliance for Scientific Autism Intervention (ASAI).
The ASAI staff training system is based on a model developed by Patricia J. Krantz and Lynn E. McClannahan (1993). The crucial elements of the system are: ABA courses, regular supervision and professional evaluation. We will present very practical video-tools, which can be used to train professional staff.
The ASAI professional evaluation model is a supportive process for building the teaching skills of effective autism interventionists. The staff training involves both a hands-on training and didactic instructions designed to facilitate the delivery of high quality and consistent services (Kranz & McClannahan, 2014; McClannahan & Krantz, 1994, 1997).
In the ASAI professional evaluation model the results of the training are checked annually. They are two very important aspects to the evaluation. The first is the evaluation protocol which enables evaluators to assess critical skills relevant to providing ABA intervention. The second is the oral and written feedback given to the therapist.
The Professional evaluation is a crucial element of the therapy. When it is regularly conducted it enhances the functioning of the institution and positive learner outcomes.
During our presentation we will present data from four ASAI members for the last 10 years.|