Home » Autism Spectrum Disorders » Best Practices in Educating Children with Autism
Best Practices in Educating Children with Autism

FACT-BASED AUTISM INFORMATION
Universal Best Practices across Autism Interventions

The following are the ten universal best-practice features that have been shown to provide a common foundation to all successful intervention programs

• Emphasis on earliest possible screening, diagnosis, eligibility for Autism services evaluations and ongoing assessment in the immediate implementation of appropriate effective Autism interventions
  
• Programs are tailored to the needs of each individual with specific adaptations that match the person's spectrum profile, age, stage of development, and emergent potentials
  
• Highly structured and skill-oriented teaching and treatment programs
  
• Frequent informal reassessment and systematic data-based tracking of skill growth and related plan review and revisions
  
• Use individual motivational strategies and systems (behavioral model motivators are more extrinsic in nature, and developmental model motivators are more intrinsic in nature. Most programs will utilize a certain combination)
  
• Teaching areas are structured, organized and distraction-free environments which incorporate intensive one-to-one and small group sessions. Activities and routines are flexible yet predictable. Time spent waiting is kept to a minimum
  
• Provide multiple settings and consistency of methodology across time and spaces, in at least three
  and up to six settings, for promoting skills generalization
  
• All personnel are well-trained and continuously evaluated for competence and consistency in application of the intervention model used--optimally a family-centered choice with life-span planning
  
• Comprehensive home programming and parent training within a team approach that seeks to use the family’s talent in a co-treatment model;
  
• Intervention strategies are maintained full-day and year-round from preschool through adulthood, as provided by our family and respite-care providers and our public and private services and programs.

The research over the last two decades consistently shows 25 hours a week in year-round programs is the service level needed to produce positive levels of growth in the face of the effects of Autism on infants and young children. However, 40+ hours may be needed for optimum outcomes in behavioral programs that are seeking fully normative outcomes. However the entire family, respite, public or private provider team, and strong shared data tracking systems are all important parts of reaching any best practice program goals. No one member of our family or society can do this alone.

From:  A meta-analysis of educational interventions text: “Educating Children with Autism” Published by the National Research Council. National Academy Press. Washington D.C.