ASA's 37th National Conference on Autism Spectrum Disorders (July 13-15, 2006)
|Friday, July 14, 2006: 3:30 PM-4:45 PM|
|#1928- Translating Clinical Practice into Technology: New Insights into Autism Intervention|
|This presentation describes a conceptual framework for understanding how the diverse approaches to education can be defined by a common set of instructional variables. This knowledge allows parents and professionals to systematically assess the needs of a child; organize treatment into a set of curriculum plans, strategy plans and support plans; and build an educational plan that integrates multiple methods for maximum benefit. |
|Presenter:||- Kathleen Quill lectures internationally and conducts applied research on communication and social development in autism. She has authored two bestselling textbooks, and is currently the Principal Consultant and Director of the Professional Advisory Board for AutismPro, an innovative online expert guidance system for delivering intervention to young children with autism.|
Introduction: This presentation describes a conceptual framework for understanding how different approaches to education can be defined by (a) a common set of educational goals, and (b) a common set of instructional variables. This framework allows parents and professionals to understand the critical features of quality treatment and design an individualized education plan that integrates multiple methods for maximum benefit.
Overview: There continues to be debate about which educational method produces the best outcome for children with autism. To date, there has been no large-scale research study to address this important issue. Applied Behavior Analysis and Relationship-based Intervention are the two diverse methods that continue to represent the polarity of “best” educational models. The TEACCH program, PECS program and Pivotal Response Training are among the many popular educational approaches. Sensory Integration and Social Stories are among the popular support strategies. These are all well researched methods that meet the needs of children with autism. However, parents and professionals often feel the need to align themselves with one approach to the exclusion of other best practices. In contrast, the complex nature of autism spectrum disorder demands intervention that is flexible and interfaces multiple educational approaches in an organized way.
The need: Parents and professionals would benefit from understanding that there is a common set of educational goals and instructional variables that link all of the popular methods. While educational methods appear very different in practice, there is actually a finite set of strategies used in a divergent ways by everyone. This knowledge provides a clear means for designing an individualized educational plan that can be continually adjusted in response to the needs of the child.
A new technology: A new technology exists that allows parents and professionals to examine the finite set of critical features inherent in most educational methods, and make informed decisions about their child's current needs. The information assists parents and professionals in the development of a intervention plan that is individually tailored to the evolving needs of the child. This new technology can systematically assess the needs of an individual child, organize treatment into a set of curriculum plans, strategy plans and support plans, and build an individualized educational plan that integrates multiple methods for maximum benefit. The conceptual framework that was used to build the new technology will be presented to the audience along with sample child studies that demonstrate its functional application.
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