# data[].attributes.body
This website provides an insight into the purpose of intervention services and a list of various services offered.

# data[].attributes.attachment_link.readable_text
The New York State Early Intervention Program (EIP) is part of the national Early Intervention Program for infants and toddlers with disabilities and their families. First created by Congress in 1986 under the Individuals with Disabilities Education Act (IDEA), the EIP is administered by the New York State Department of Health through the Bureau of Early Intervention. In New York State, the Early Intervention Program is established in Article 25 of the Public Health Law and has been in effect since July 1, 1993.

To be eligible for services, children must be under 3 years of age and have a confirmed disability or established developmental delay, as defined by the State, in one or more of the following areas of development: physical, cognitive, communication, social-emotional, and/or adaptive.

Early Intervention Services

The Early Intervention Program offers a variety of therapeutic and support services to eligible infants and toddlers with disabilities and their families, including:

assistive technology devices and services

audiology

family education and counseling, home visits, and parent support groups

nursing services

nutrition services

occupational therapy

physical therapy

psychological services

service coordination

social work services

special instruction

speech pathology

vision services

How to Refer a Child to the Early Intervention Program

A municipal Early Intervention Official (EIO) designated by the chief elected official of the municipality/county administers the Early Intervention Program locally. Contact your EIO for information about your local program or to refer a child. For information about the statewide program, contact the NYS Department of Health, Bureau of Early Intervention at (518) 473-7016 or e-mail beipub@health.ny.gov.

Learn More About the Early Intervention Program

How to Become an Approved Early Intervention Service Provider

For more information about becoming an approved New York State Early Intervention Service Provider, go to Information for Service Providers.

The purpose of the Early Hearing Detection and Intervention (EHDI) electronic mailing list is to notify EHDI stakeholders of new developments within the program. Stakeholders include hospital or birthing center staff, pediatricians, audiologists, neonatologists, providers of early intervention services, municipal EIP staff, parents of children with hearing loss and other interested parties. The notices will inform stakeholders about new, updated, or revised information, including program guidance documents, laws and regulations, publications, training announcements, and meeting notices.

# data[].attributes.attachment_link.description
The New York State Early Intervention Program (EIP) is part of the national Early Intervention Program for infants and toddlers with disabilities and their families. First created by Congress in 1986 under the Individuals with Disabilities Education Act (IDEA), the EIP is administered by the New York State Department of Health through the Bureau of Early Intervention.

# data[].attributes.body
It is imperative that parents of individuals with ASD understand the option of medications for treating core symptoms. Although these medications should be used in conjunction with behavioral therapies they can have an extreme positive effect.

# data[].attributes.attachment_link.title
Medicines for Treating Autism’s Core Symptoms | Autism Speaks

# data[].attributes.attachment_link.description
Medicines can help ease the core symptoms of autism. Medicines for treating autism are most effective when used in conjunction with autism therapies.

# data[].attributes.body
SLPs can offer services inside and outside the classroom. Here is a model of delivery methods for both. SLPs provide intervention services through play, pictures, books, objects, spontaneous conversations, and more.

# data[].attributes.headline
How to Measure Response to Intervention?

# data[].attributes.subject
How to Measure Response to Intervention?

# data[].attributes.body
In order to measure an individuals progress to their intervention services, you need to use a Multi-Tiered System of Support (MTSS). According to ASHA, this process includes universal screenings, high quality instruction, interventions matched to students needs, frequent progress monitoring, and the use of child response data to make educational decisions.

# data[].attributes.attachment_link.readable_text
What is Response to Intervention?

The response to intervention (RTI) process is a type of Multi-Tiered System of Support (MTSS) for providing services and interventions to struggling learners at increasing levels of intensity. It includes:

Universal screening

High-quality instruction

Interventions matched to student need

Frequent progress monitoring, and

The use of child response data to make educational decisions

RTI should be used for making decisions about general, compensatory, and special education, creating a well-integrated and seamless system of instruction and intervention guided by child outcome data. An RTI process cannot be used to delay or deny an evaluation for eligibility under IDEA. (See this U.S. Department of Education memo [PDF].)

Speech-language pathologists (SLPs) can play a number of important roles [PDF] in using RTI to identify children with disabilities and provide needed instruction to struggling students in general and special education settings. These roles include:

Assisting in the selection of screening measures

Assisting in the selection of scientifically based literacy interventions

Aiding general education teachers with universal screening

Conducting expanded speech sound error screenings for K-3 students to track students at risk and intervene with those who are highly stimulable and may respond to short-term interventions

Interpreting screening and progress assessment results to families

Consulting with teachers to meet the needs of students in initial RTI tiers with specific focus on the language underpinnings of learning and literacy

Collaborating with classroom teachers to provide services and supports for students with communication disabilities

Response to Intervention in IDEA '04

Frequently Asked Questions for SLPs

Barbara Ehren and Maureen Staskowski offer expert answers your questions about the role of the SLP in this RTI Talk produced by the National Center for Learning Disabilities (NCLD). You will learn tips and effective ways to engage in assessment and intervention activities based on lessons learned working with SLPs in local schools.

Response to Intervention in Preschool

ASHA Products

RTI in Action: Oral Language Activities for K-2 Classrooms
A practical response to intervention (RTI) activity book with a focus on oral language.

RTI in Action: Grades 3-5: Oral and Written Language Activities for the Common Core State Standards
This book and accompanying CD provide background, activities and resources to in corporate the CCSS into your work with students. Watch this interview with ASHA's former Director of School Services, Deborah Dixon, for more information on the product.

Related Resources

Responsiveness to Intervention and Learning Disabilities A toolkit providing best practice related to an RTI-based specific learning disability identification process.

Wrightslaw
What You Need to Know About IDEA 2004: Responsiveness to Intervention

The IRIS Center, in collaboration with the Tennessee State Board of Education and the Tennessee State Improvement Grant, announces four online modules on response to intervention (RTI).

Contact: iris@vanderbilt.edu

LD Online
LD OnLine offers accurate and up-to-date information about learning disabilities and RTI.

National Center for Learning Disabilities (NCLD) NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning and advocates for policies to protect and strengthen educational rights and opportunities. NCLD has recently developed the RTI Action Network to assist professionals and parents understand and navigate the RTI process.
Center on Multi-Tiered System of Supports Kansas Multi-Tier System of Supports
International Literacy Association (ILA) [PDF]

# data[].attributes.attachment_link.description
The response to intervention (RTI) process is a multitiered approach to providing services and interventions to struggling learners at increasing levels of intensity.

# data[].attributes.body
ABA involves applying interventions based on the principles of learning theory to improve an individual with ASD's social skills. The aim of this intervention is to increase desirable behaviors through reinforcement.

# data[].attributes.attachment_link.readable_text
What is Applied Behavior Analysis?

Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.

Behavior analysis helps us to understand:

How behavior works

How behavior is affected by the environment

How learning takes place

ABA therapy applies our understanding of how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.

ABA therapy programs can help:

Increase language and communication skills

Improve attention, focus, social skills, memory, and academics

Decrease problem behaviors

The methods of behavior analysis have been used and studied for decades. They have helped many kinds of learners gain different skills - from healthier lifestyles to learning a new language. Therapists have used ABA to help children with autism and related developmental disorders since the 1960s.

How does ABA therapy work?

Applied Behavior Analysis involves many techniques for understanding and changing behavior. ABA is a flexible treatment:

Can be adapted to meet the needs of each unique person

Provided in many different locations - at home, at school, and in the community

Teaches skills that are useful in everyday life

Can involve one-to-one teaching or group instruction

Positive Reinforcement

Positive reinforcement is one of the main strategies used in ABA.

When a behavior is followed by something that is valued (a reward), a person is more likely to repeat that behavior. Over time, this encourages positive behavior change.

First, the therapist identifies a goal behavior. Each time the person uses the behavior or skill successfully, they get a reward. The reward is meaningful to the individual - examples include praise, a toy or book, watching a video, access to playground or other location, and more.

Positive rewards encourage the person to continue using the skill. Over time this leads to meaningful behavior change.

Antecedent, Behavior, Consequence

Understanding antecedents (what happens before a behavior occurs) and consequences (what happens after the behavior) is another important part of any ABA program.

The following three steps - the " A-B-Cs " - help us teach and understand behavior:

1. An antecedent: this is what occurs right before the target behavior. It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling).

2. A resulting behavior: this is the person's response or lack of response to the antecedent. It can be an action, a verbal response, or something else.

3. A consequence: this is what comes directly after the behavior. It can include positive reinforcement of the desired behavior, or no reaction for incorrect/inappropriate responses.

Looking at A-B-Cs helps us understand:

1. Why a behavior may be happening

2. How different consequences could affect whether the behavior is likely to happen again

EXAMPLE:

Antecedent: The teacher says "It's time to clean up your toys" at the end of the day.

Behavior: The student yells "no!"

Consequence: The teacher removes the toys and says "Okay, toys are all done."

How could ABA help the student learn a more appropriate behavior in this situation?

Antecedent: The teacher says "time to clean up" at the end of the day.

Behavior: The student is reminded to ask, "Can I have 5 more minutes?"

Consequence: The teacher says, "Of course you can have 5 more minutes!"

With continued practice, the student will be able to replace the inappropriate behavior with one that is more helpful. This is an easier way for the student to satisfy the child's needs!

What Does an ABA Program Involve?

Good ABA programs for autism are not "one size fits all." ABA should not be viewed as a canned set of drills. Rather, each program is written to meet the needs of the individual learner.

The goal of any ABA program is to help each person work on skills that will help them become more independent and successful in the short term as well as in the future.

Planning and Ongoing Assessment

A qualified and trained behavior analyst (BCBA) designs and directly oversees the program. They customize the ABA program to each learner's skills, needs, interests, preferences and family situation.

The BCBA will start by doing a detailed assessment of each person's skills and preferences. They will use this to write specific treatment goals. Family goals and preferences may be included, too.

Treatment goals are written based on the age and ability level of the person with ASD. Goals can include many different skill areas, such as:

Communication and language

Social skills

Self-care (such as showering and toileting)

Play and leisure

Motor skills

Learning and academic skills

The instruction plan breaks down each of these skills into small, concrete steps. The therapist teaches each step one by one, from simple (e.g. imitating single sounds) to more complex (e.g. carrying on a conversation).

The BCBA and therapists measure progress by collecting data in each therapy session. Data helps them to monitor the person's progress toward goals on an ongoing basis.

The behavior analyst regularly meets with family members and program staff to review information about progress. They can then plan ahead and adjust teaching plans and goals as needed.

ABA Techniques and Philosophy

The instructor uses a variety of ABA procedures. Some are directed by the instructor and others are directed by the person with autism.

Parents, family members and caregivers receive training so they can support learning and skill practice throughout the day.

The person with autism will have many opportunities to learn and practice skills each day. This can happen in both planned and naturally occurring situations. For instance, someone learning to greet others by saying "hello" may get the chance to practice this skill in the classroom with their teacher (planned) and on the playground at recess (naturally occurring).

The learner receives an abundance of positive reinforcement for demonstrating useful skills and socially appropriate behaviors. The emphasis is on positive social interactions and enjoyable learning.

The learner receives no reinforcement for behaviors that pose harm or prevent learning.
ABA is effective for people of all ages. It can be used from early childhood through adulthood!
Who provides ABA services?

A board-certified behavior analyst (BCBA)provides ABA therapy services. To become a BCBA, the following is needed:

Earn a master's degree or PhD in psychology or behavior analysis

Pass a national certification exam

Seek a state license to practice (in some states)

ABA therapy programs also involve therapists, or registered behavior technicians (RBTs). These therapists are trained and supervised by the BCBA. They work directly with children and adults with autism to practice skills and work toward the individual goals written by the BCBA. You may hear them referred to by a few different names: behavioral therapists, line therapists, behavior tech, etc.

To learn more, see the Behavior Analyst Certification Board website.

What is the evidence that ABA works?

ABA is considered an evidence-based best practice treatment by the US Surgeon General and by the American Psychological Association.

"Evidence based" means that ABA has passed scientific tests of its usefulness, quality, and effectiveness. ABA therapy includes many different techniques. All of these techniques focus on antecedents (what happens before a behavior occurs) and on consequences (what happens after the behavior).

More than 20 studies have established that intensive and long-term therapy using ABA principles improves outcomes for many but not all children with autism. "Intensive" and "long term" refer to programs that provide 25 to 40 hours a week of therapy for 1 to 3 years. These studies show gains in intellectual functioning, language development, daily living skills and social functioning. Studies with adults using ABA principles, though fewer in number, show similar benefits.

Is ABA covered by insurance?

Sometimes. Many types of private health insurance are required to cover ABA services. This depends on what kind of insurance you have, and what state you live in.

All Medicaid plans must cover treatments that are medically necessary for children under the age of 21. If a doctor prescribes ABA and says it is medically necessary for your child, Medicaid must cover the cost.

Please see our insurance resources for more information about insurance and coverage for autism services.

You can also contact the Autism Response Team if you have difficulty obtaining coverage, or need additional help.

Where do I find ABA services?

To get started, follow these steps:

1. Speak with your pediatrician or other medical provider about ABA. They can discuss whether ABA is right for your child. They can write a prescriptionfor ABA if it is necessary for your insurance.

2. Check whether your insurance company covers the cost of ABA therapy, and what your benefit is.

3. Search our resource directory for ABA providers near you. Or, ask your child's doctor and teachers for recommendations.

4. Call the ABA provider and request an intake evaluation. Have some questions ready (see below!)

What questions should I ask?

It's important to find an ABA provider and therapists who are a good fit for your family. The first step is for therapists to establish a good relationship with your child. If your child trusts his therapists and enjoys spending time with them, therapy will be more successful - and fun!

The following questions can help you evaluate whether a provider will be a good fit for your family. Remember to trust your instincts, as well!

1. How many BCBAs do you have on staff?

2. Are they licensed with the BACB and through the state?

3. How many behavioral therapists do you have?

4. How many therapists will be working with my child?

5. What sort of training do your therapists receive? How often?

6. How much direct supervision do therapists receive from BCBAs weekly?

7. How do you manage safety concerns?

8. What does a typical ABA session look like?

9. Do you offer home-based or clinic-based therapy?

10. How do you determine goals for my child? Do you consider input from parents?

11. How often do you re-evaluate goals?

12. How is progress evaluated?

13. How many hours per week can you provide?

14. Do you have a wait list?

15. What type of insurance do you accept?

For more information
ATN/AIR-P Parent's Guide to Applied Behavior Analysis ATN/AIR-P An Introduction to Behavioral Health Treatments Behavior Analyst Certification Board (BACB) Association for Behavior Analysis International (ABAI)

# data[].attributes.attachment_link.title
Applied Behavior Analysis (ABA) | Autism Speaks

# data[].attributes.attachment_link.description
What is aba therapy? Click here to learn about applied behavior analysis and how it works.

# data[].attributes.body
This article introduces how an SLP may work with an individual with autism to build on or improve their communication and quality of life.

# data[].attributes.attachment_link.readable_text
What is Speech Therapy?

Speech-language therapy addresses challenges with language and communication. It can help people with autism improve their verbal, nonverbal, and social communication. The overall goal is to help the person communicate in more useful and functional ways.

Communication and speech-related challenges vary from person to person. Some individuals on the autism spectrum are not able to speak. Others love to talk, but have difficulty holding a conversation or understanding body language and facial expressions when talking with others.

A speech therapy program begins with an evaluation by a speech-language pathologist (SLP) to assess the person's communication strengths and challenges. From this evaluation, the SLP creates individual goals for therapy.

Common goals may include improving spoken language, learning nonverbal skills such as signs or gestures, or learning to communicate using an alternative method (such as pictures or technology).

Examples of the skills that speech therapy may work on include:

Strengthening the muscles in the mouth, jaw and neck

Making clearer speech sounds

Matching emotions with the correct facial expression

Understanding body language

Responding to questions

Matching a picture with its meaning

Using a speech app on an iPad to produce the correct word

Modulating tone of voice

Alternative Augmentative Communication (AAC)

Some people with autism find that using pictures or technology to communicate is more effective than speaking. This is known as Alternative Augmentative Communication (AAC). Examples of AAC methods include:

Sign language

Picture exchange communication system (PECS)

iPads

Speech output devices (such as Dynavox)

The speech-language pathologist can help to identify which AAC method (if any) is right for someone with autism and teach him/her how to use the method to communicate.

Learn more about AAC and autism.

You can also visit the American Speech-Language Hearing Association's AAC webpage for more information.

Social Skills

Speech therapy can also help people work on goals related to social communication. Speech therapists sometimes offer social skills groups in addition to one-on-one therapy.

They may also work on coaching children and adults on communication in different settings. This can include how to communicate with friends, communicating in a relationship, appropriate behavior at work, and more.

Click here for more information on social skills.

Feeding Challenges

Some SLPs are specifically trained to address feeding and swallowing challenges in people with autism. They can evaluate the particular issue a person is dealing with and provide treatment plans for improving feeding-related challenges.

Click here for more information on feeding issues.

Where are services provided?

Speech therapy can take place in a variety of settings:

Private clinic setting

At school, through an Individualized Education Program (IEP)

At home, as part of an Early Intervention program for children under 3

In the community, to practice new skills in a natural environment

Services can be provided one-on-one, or in a group setting depending on what skill is being practiced.

Who provides the services?

Speech-Language Pathologists (SLP) provide speech therapy services. They have a master's degree and are specially licensed to practice through the state.

You may notice that a speech therapist has the credentials "CCC-SLP" after their name. This stands for Certificate of Clinical Competence (CCC) and is a credential through the American Speech-Language Hearing Association (ASHA). It indicates that the speech therapist has achieved excellence in academic and professional standards. You can learn more on the ASHA website.

In some cases, a Speech Therapy Assistant provides direct speech therapy services. This is a person with an associate's or bachelor's degree, who is trained and supervised by a certified speech-language pathologist. The assistant works directly with the person with autism to practice skills and work towards goals that are written by the SLP in the clinical treatment plan.

Is it covered by insurance?

Yes, s peech therapy is often covered by health insurance. In some cases, a doctor must state that the therapy is medically necessary for health insurance to provide coverage. [Please see our insurance resources for more information about insurance and coverage for autism services.]

Students can get speech therapy as part of their Individualized Education Program (IEP) at school. Speech therapy is often written into IEPs as a related service. Speech services as part of an IEP are provided at no cost to families.

Some young children receive speech therapy through their Early Intervention program. Early intervention is offered in each state to children under age 3 who are not growing and developing at the same rate as others. These services are free or low-cost based on your family income.

Where do I find a speech therapist?
Autism Speaks Directory American Speech-Language Hearing Association (ASHA)
What questions should I ask?

The following questions can help you learn more about speech therapy before you begin. It can also help you learn whether a particular speech therapist or clinic is a good fit for your family:

1. Who will be working directly with my child?

2. How many years have you been working with people with autism?

3. Where will services be provided?

4. What does the initial assessment involve?

5. What type of insurance do you accept? Will my insurance cover your services?

6. Do you have a waiting list?

7. How many hours of therapy per week?

8. How long are therapy sessions?

9. Can I observe my child's sessions?

10. What is a typical caseload for each therapist?

11. How are goals determined? Can clients and parents provide input?

12. What does a typical program look like?

13. How do you measure progress?

14. What are some of the typical milestones for speech and language?

15. What can we do to practice at home?

16. What progress should we expect?

# data[].attributes.attachment_link.description
Speech-language therapy addresses challenges with language and communication. It can help people with autism improve their verbal, nonverbal, and social communication. The overall goal is to help the person communicate in more useful and functional ways. Communication and speech-related challenges vary from person to person.

# data[].attributes.body
CBT is a type of therapy used in treating mental health disorders based on the idea that behaviors are learned and therefore can be changed. Individuals with ASD suffer from additional conditions such as anxiety and depression. CBT can equip individuals with coping skills that will help manage this distress.

# data[].attributes.attachment_link.readable_text
Cognitive Behavioral Therapy for Autism

Cognitive behavioral therapy is used to treat children with who suffer from additional mental health issues, such as autism spectrum disorder anxiety, depression, and ADHD.

This type of therapy has been proven effective in teaching autistic children how to avoid negative emotions and change unwanted behaviors.

What Is Cognitive Behavioral Therapy?

Cognitive behavioral therapy (CBT) is a form of therapy designed to treat mental health disorders by identifying and changing unhealthy and harmful behaviors. It is based on the idea that behaviors are learned and that, as a result, they can be changed.

As its name suggests, c ognitive behavioral therapy relates to both cognition or thinking and behavior. One of the core principles of CBT is that thoughts and feelings are not determined by the situation but rather by the interpretation of the situation. Therefore, negative behaviors are often caused by unrealistic thoughts that set off false feelings and emotions. Through c ognitive behavioral therapy, patients can learn different strategies to help them change the way they interpret and respond to a situation.

CBT has been proven effective in treating a broad range of psychological disorders such as anxiety, panic disorders, depression, eating disorders, post-traumatic stress, obsessive-compulsive disorder, psychosis, and bipolar disorder. More recently, it has also been used to treat other conditions including autism spectrum disorder.

Techniques used in CBT

Cognitive behavioral therapy encourages patients to challenge their thoughts and beliefs using a variety of techniques. As they gain new coping skills, they are exposed to increasingly difficult situations in a process called graded exposure.

Some of the most frequently used techniques in cognitive behavioral therapy include:

Cognitive restructuring

This method involves identifying and reframing negative thought patterns. Once patients are aware of their thoughts, they can learn to reframe them into something more positive and productive.

Guided discovery

Patients are asked questions that challenge their beliefs and assumptions. In the process, they will start seeing things from other perspectives and eventually choose a more helpful way to deal with challenging situations.

Exposure therapy

Patients are gradually exposed to whatever provokes their fear or anxiety, while the therapist provides guidance on how to cope with the situation. Eventually, patients will start feeling less vulnerable and more confident as they confront the feared object, activity, or situation.

Relaxation techniques

Progressive relaxation techniques, such as deep breathing exercises, visualization, muscle relaxation, and guided imagery, are helpful techniques used for dealing with phobias and social anxieties.

Journaling

Patients are asked to write down both negative and positive thoughts and record any new behaviors that occur between two therapy sessions. This practice helps recognize distorted thought patterns and move away from negative thoughts.

Behavioral experiments

This technique is used for patients with anxiety disorders that involve catastrophic thinking. Before they face a situation that makes them anxious, patients are asked what they think is the worst thing that can happen. After the experiment, they can test the validity of their belief by estimating to what extent their prediction was correct.

Activity scheduling

Patients are required to write down all the activities that they need to complete and schedule them in an orderly manner in order to lower the level of stress and anxiety.

Role playing can help patients understand other perspectives, through visualizing and practicing different ways of handling challenging situations. This technique is successfully used in dealing with social phobias, improving communication and problem-solving skills, and increasing confidence levels.

Successive approximation

This CBT exercise helps patients tackle difficult situations by taking tasks that are perceived as overwhelming and breaking them into smaller, more achievable steps.

Using CBT for Autistic Children

Children with autism spectrum disorder typically suffer from additional conditions, such as anxiety and depression. Studies have shown that psychological issues are common in autistic children , with anxiety disorders affecting around 40% of children with autism, often accompanied by anger, depression, ADHD, or oppositional defiant disorder (ODD).

Cognitive behavioral therapy is an effective tool in treating the common conditions associated with an autism diagnosis. Researchers have found that using CBT can help ease anxiety and redirect avoidant behavior in children with autism. A study has also shown that after only sixteen CBT sessions over three months, 78% of autistic children have seen improvement in their condition .

Benefits of CBT for children with autism

Cognitive behavioral therapy can equip children with autism and their families with coping skills that will help them understand and manage emotional distress, and any accompanying physical symptoms, negative thoughts, and problematic behaviors .

Cognitive behavioral therapy has multiple benefits for children with autism:

It can help them cope with and manage anxiety and other emotional issues.

It helps them deal with stress and fear, making it easier to face dreaded situations.

It allows them to change irrational and negative thoughts.

It may help older children improve their relationships with others. A study on children with high-functioning autism has shown that CBT enables gradual improvement in communication and other social skills .

What does a CBT session for autism look like?

During cognitive behavioral therapy sessions, your child will work with a specially trained therapist who will help them identify and analyze unwanted behaviors and their harmful aspects. A clear understanding of the behavior will make it easier to recognize it later on and react appropriately. The therapist will also teach your child how thoughts, feelings, and behaviors are related, how they influence each other, and provide strategies to approach difficult situations in a more constructive way.

To help your child learn necessary skills, a CBT therapist will use a variety of techniques, such as:

Asking the child about their thought processes in a difficult situation in order to identify any negative patterns. These patterns will then be reframed into positive and productive thoughts.

Explaining how to cope with fear and anxiety while at the same time slowly exposing your child to the same situation that triggers negative emotions.

Helping a child who avoids or puts off activities due to fear or anxiety to establish a structure and a routine, which will make it easier to follow through with the task.

Visualizing all the steps and potential risks before getting engaged in an activity. This exercise will help reduce stress and anxiety.

Practicing relaxation techniques, such as deep breathing, mindfulness, and guided imagery. These techniques are particularly useful when dealing with anxieties and phobias.

Practicing positive behavior in difficult situations with the help of role play.

CBT therapy for autistic children can be done either individually or in a group. Your therapist may also offer family therapy as well as parent coaching.

Challenges CBT therapists face when treating autistic children

Cognitive behavioral therapy is an effective and empirically supported treatment, however, therapists who work with autistic children may still encounter a number of challenges.

To begin with, children with autism spectrum disorder need to have the necessary skills to ensure the success of the therapy. Although autistic children can usually distinguish thoughts, feelings, and behaviors, and even attempt to alter their thoughts, recognizing emotions is an area that can pose significant difficulties during therapy.

In addition, c ognitive behavioral therapy tends to require strong linguistic and abstract thinking abilities, which can represent a challenge for children on the autism spectrum. That is why therapists often need to introduce modifications to make CBT techniques more pertinent for autistic children. They may resort to more concrete, repetitive, and visual tactics, and focus on your child's special interests to keep them engaged and motivated. Besides, therapists may have to incorporate frequent movement breaks or sensory activities for children who have problems with attention or sensory under- or over-reactivity.

How Often Should CBT Sessions Be Administered For Autistic Children?

Each child with autism is different and there is no one-size-fits-all CBT treatment schedule that will guarantee positive results. However, most children will need one session per week for a total of 12-16 sessions, with each treatment lasting between 30 and 60 minutes.

What Is the Difference between CBT and ABA?

Both cognitive behavioral therapy (CBT) and applied behavioral therapy (ABA) are considered to be evidence-based best practice treatments by the American Psychological Association. Depending on your child's specific needs, either one or both of these therapies might be good options.

However, you should keep in mind that while ABA is often the starting point in treating autistic children with more severe symptoms, CBT is recommended for children with milder symptoms of autism and those with high-functioning autism. Most children are between 2 and 6 years old when they begin ABA treatment. CBT is more appropriate for children above the age of 7 as well as teens and adults with autism spectrum disorder.

ABA focuses on managing specific and immediate behavioral issues of autism spectrum disorder. At the same time, CBT takes a broader approach to address mental health problems that accompany autism, such as mood disturbances and anxiety.

Finally, ABA therapists will often recommend as many as 40 hours a week of therapy, often in full-time, classroom-based programs. Your child will need anywhere between 25 to 45 hours a week of applied behavioral therapy for 1 to 3 years before you start seeing positive results. CBT, on the other hand, is time-restricted and it usually takes a few weeks to a few months to notice results.

The Best CBT Providers in the Atlanta Area

If you live in the Atlanta area, you may want to consider one of the following top-rated CBT providers for your child with autism:

Atlanta CBT offers cognitive behavioral therapy for anxiety, obsessive compulsive disorder, and positive discipline, in addition to providing parent training where you can learn the necessary skills to guide your child.
Anxiety Specialists of Atlanta
A team of CBT specialists provides a variety of treatment techniques, with a focus on exposure therapy and exposure and response prevention for anxiety disorders, OCD, and related conditions.

Thriveworks Atlanta CBT counselors and therapists are trained in child therapy and have extensive experience in dealing with various issues your child with autism may be facing.

Founded in 1985, Cognitive Atlanta was the first treatment and training institute of its type in the Southeast. Their psychologists specialize in cognitive behavioral therapy for children, adolescents, and adults.
Atlanta's Children Center for Developmental and Behavioral Health
This service offers family and individual therapy using cognitive behavioral strategies to help children with behavioral difficulties, anxiety, mood problems, and social skills. They specialize in treating autism, among several other conditions.
Atlanta Specialized Care
The Atlanta Specialized Care therapists have years of experience using cognitive behavioral therapy and other techniques to treat autistic children and adolescents who are dealing with depression, anxiety, and ADHD.

This service allows you to find your nearest provider of CBT therapy in Atlanta and several other Georgia cities.

# data[].attributes.attachment_link.title
Cognitive Behavioral Therapy for Autism - Hidden Talents ABA

# data[].attributes.attachment_link.description
Are you thinking of trying cognitive behavioral therapy for your autistic child? Read this article to learn what to expect.

# data[].attributes.body
Collaboration between professionals and parents is so important to maximize the child's goals. This goes both ways as the parents provide useful information about their child while the specialist provide you with ideas to reach their goals.

# data[].attributes.attachment_link.readable_text
What is your role as a parent in your child's therapy sessions?
As a parent of a child who is receiving Early Intervention services, you may wonder what your role is during your child's therapy sessions. Will the therapist be working one-on-one with your child? Will you be observing the session? Or will you be actively participating?

Parents are key to the success of therapy, no matter the goals being targeted. As a parent your involvement and insight are essential for your child to make progress towards their developmental goals. For this reason, it is recommended that parents take an active role in therapy sessions. Your child's therapist will model and teach you strategies and techniques for achieving your child's specific goals. These strategies can then be carried over into your child's daily routines and activities. You will see the best outcomes when the strategies provided during therapy sessions are embedded into your child's everyday routines, as this will provide your child with frequent and natural learning opportunities to practice the skills introduced.
Benefits of parent involvement:

Parents are a child's first teacher and children will learn the most from the people who know them best!

Parents interact with their children everyday and offer frequent learning opportunities for their children.

Children generalize learned skills when they are embedded into every day routines, such as mealtime, bath time, bedtime, and play

The impact of ongoing parent involvement
As a parent you will be able to provide your child's therapist with important information that will help with setting specific goals for therapy and how best to implement strategies for reaching those goals based on your family's daily routines and activities. You will take an active role throughout the therapy process by reporting changes that you see in your child and subsequently working with your child's therapist to determine what the next steps will be. As a parent you will be able to take the strategies provided during therapy sessions and incorporate them into your child's every day activities, which will allow frequent learning opportunities for your child. You are your child's first and best teacher and your involvement makes all the difference!

If you have any questions or concerns about joining your child's therapy sessions, talk with your ongoing therapist to discuss a plan for getting involved. For further information on parent involvement, please contact us at info@playworkschicago.com or 773-332-9439.

Claire Kakenmaster, MS, CCC-SLP
Speech Language Pathologist
Photo Credit

# data[].attributes.attachment_link.title
The Benefits of Parent Involvement in Early Intervention

# data[].attributes.attachment_link.description
What is your role as a parent in your child's therapy sessions? As a parent of a child who is receiving Early Intervention services, you may wonder what your role is during your child's therapy sessions. Will the therapist be working one-on-one with your child? Will you be observing the session?

# data[].attributes.body
Music therapy is a way of promoting verbal communication through the improvement of joint attention, motor imitation, and synchronous rhythm. A variety of musical activities are shown to the individual with ASD with a specific therapeutic goal in the end to achieve.

# data[].attributes.attachment_link.title
Music Therapy and Autism: THINK Neurology for Kids: Pediatric Neurology

# data[].attributes.attachment_link.description
Music therapy can open doors, especially to combat neurological conditions like ASD.

# data[].attributes.headline
What do I do if my child doesn't qualify for intervention services?

# data[].attributes.subject
What do I do if my child doesn't qualify for intervention services?

# data[].attributes.body
Sometimes, a child may not "qualify" for intervention services simply because their delay or disability isn't "severe enough." This article provides a list of a few different ways to vouch for your child in an attempt to get them intervention services.

# data[].attributes.attachment_link.readable_text
What is early intervention?

Early intervention, sometimes referred to as EI, is an umbrella term that refers to all the services and support provided to infants and children under the age of 3 years old who have developmental delays or disabilities, or who are at risk of developmental delays.

Early intervention is designed to identify and address developmental challenges early on, before they become more significant or harder to treat.

Early intervention services are tailored to a child's individual needs, and may include early intervention speech therapy services. The goal of early intervention is to provide timely and appropriate services to young children to help them reach their full potential.

In this article, I'll discuss the different types of early intervention services available,

What are the different types of early intervention services that are provided?

1. Developmental Screenings & Assessments - to identify any developmental delays or disabilities (*In the US, these screenings and assessments are free to everyone*)

2. Speech Therapy - to help children develop their communication skills, such as using gestures, talking, and understanding.

3. Occupational Therapy - to help children develop fine motor skills for daily living, such as feeding, dressing, and playing

4. Physical Therapy - to help children develop gross motor skills, such as sitting, walking, and climbing

5. Behavioral Therapy - to help children with emotional regulation and behavior management

6. Family Support Services - to provide counseling, education, and support groups for parents and families who are supporting toddlers

7. Assistive Technology - to provide children with hearing aids or communication devices when appropriate

8. Health Services - such as medical, dental, and vision care to ensure children are able to access their early intervention services fully

What are the benefits of early intervention speech therapy?

Research shows that there are many benefits to early intervention. Put simply, interventions that are provided early on (as soon as a delay is identified) often have faster progress and the most dramatic results.

Here are a few of the research articles that show the benefit of early intervention speech therapy:

Early intervention (services that are provided before the age of 3) often result in faster or greater progress than services provided later on (Peacock et al., 2017).

Early intervention speech therapy programs have been shown to have a significant and positive impact on toddler's receptive and expressive language development (Roberts & Kaiser, 2011)

Early intervention is effective for supporting toddlers with speech and language disorders and helping them reach their next milestones (Kay-Raining Bird, et al., 2012).

How can I get early intervention services for my child?

Whether you're looking for early intervention speech therapy or another early intervention service type, the process for getting started is the same. To begin early intervention, you'll need an assessment to determine the type of services that would benefit your child and what goals the services or support will focus on. There are two ways to access an early intervention assessment.
Early Intervention Services in California
Since I live in California, I have included a few extra resources for getting started in early intervention in CA here:

2. Alternatively, you can talk to your child's pediatrician about scheduling a speech and language evaluation with a provider covered by your insurance company. To learn more about getting started in early intervention speech therapy, we wrote an entire blog post about finding a speech therapist near you .

What if my child doesn't qualify for early intervention services?

Sometimes a child may not "qualify" for early intervention services because their delay or disability isn't "severe enough." There are a few things you can do if you happen to find yourself in this situation.

You can ask for a re-evaluation. This means a second assessment will be performed at a later time to form a second opinion. You may request a different provider administer your assessment if you wish. However, you may be required to wait a certain amount of time between assessments, insurance may not pay for a re-evaluation, or this may not be an option for your provider.

Access an evaluation through insurance and your state's early intervention program. If you were evaluated by a speech therapist covered by your insurance, you may request an evaluation through your state's early intervention program, or vice versa.

If your child is about to turn 3, you can request a speech and language evaluation through the local school district. Learn more about school based speech therapy here , I explain how it works and that your child doesn't have to be enrolled in preschool full time to participate.

There's nothing worse than worrying about your child and feeling like you can't find the support you need. So if you find yourself in the situation where you don't qualify for early intervention speech therapy or you aren't able to access it for one reason or another, I've included a long list of early intervention speech therapy activities you can do at home! One of the biggest goals is to support parents in practicing at home, so you can get a head start with these strategies and activities!

Early Intervention Speech Therapy Activities:

Start with these speech therapy strategies first:

Help your child grow their understanding skills:

Teach your child to express themselves and say new words

At home speech therapy activities with the most popular toys:

A few more questions parent's often ask about EI:

References List:
Kay-Raining Bird, E., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2012). The effectiveness of early intervention for children with speech and language disorders: A systematic review. The Canadian Journal of Speech-Language Pathology and Audiology, 36(4), 265-282.

Peacock-Chambers, E., Ivy, K., & Bair-Merritt, M. (2017). Primary Care Interventions for Early Childhood Development: A Systematic Review. Pediatrics, 140(6), e20171661. https://doi.org/10.1542/peds.2017-1661

Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis.

© 2020-2023. Stephanie Keffer, MS CCC-SLP. All Rights Reserved.
The content offered on ToddlerTalk.com is for informational purposes only. Toddler Talk is not engaged in rendering professional advice, whether medical or otherwise, to individual users or their children or families. No content on this site, regardless of date, should ever be used as a substitute for direct medical advice from your doctor, speech language pathologist, or other health professional. By accessing the content on ToddlerTalk.com, you acknowledge and agree that you are accepting the responsibility for your child's health and well-being. In return for providing you with information related to home speech and language practice, you waive any claims that you or your child may have as a result of utilizing the content on ToddlerTalk.com.

What is early intervention?

Early intervention, sometimes referred to as EI, is an umbrella term that refers to all the services and support provided to infants and children under the age of 3 years old who have developmental delays or disabilities, or who are at risk of developmental delays.

Early intervention is designed to identify and address developmental challenges early on, before they become more significant or harder to treat.

Early intervention services are tailored to a child's individual needs, and may include early intervention speech therapy services. The goal of early intervention is to provide timely and appropriate services to young children to help them reach their full potential.

In this article, I'll discuss the different types of early intervention services available,

What are the different types of early intervention services that are provided?

1. Developmental Screenings & Assessments - to identify any developmental delays or disabilities (*In the US, these screenings and assessments are free to everyone*)

2. Speech Therapy - to help children develop their communication skills, such as using gestures, talking, and understanding.

3. Occupational Therapy - to help children develop fine motor skills for daily living, such as feeding, dressing, and playing

4. Physical Therapy - to help children develop gross motor skills, such as sitting, walking, and climbing

5. Behavioral Therapy - to help children with emotional regulation and behavior management

6. Family Support Services - to provide counseling, education, and support groups for parents and families who are supporting toddlers

7. Assistive Technology - to provide children with hearing aids or communication devices when appropriate

8. Health Services - such as medical, dental, and vision care to ensure children are able to access their early intervention services fully

What are the benefits of early intervention speech therapy?

Research shows that there are many benefits to early intervention. Put simply, interventions that are provided early on (as soon as a delay is identified) often have faster progress and the most dramatic results.

Here are a few of the research articles that show the benefit of early intervention speech therapy:

Early intervention (services that are provided before the age of 3) often result in faster or greater progress than services provided later on (Peacock et al., 2017).

Early intervention speech therapy programs have been shown to have a significant and positive impact on toddler's receptive and expressive language development (Roberts & Kaiser, 2011)

Early intervention is effective for supporting toddlers with speech and language disorders and helping them reach their next milestones (Kay-Raining Bird, et al., 2012).

How can I get early intervention services for my child?

Whether you're looking for early intervention speech therapy or another early intervention service type, the process for getting started is the same. To begin early intervention, you'll need an assessment to determine the type of services that would benefit your child and what goals the services or support will focus on. There are two ways to access an early intervention assessment.
Early Intervention Services in California
Since I live in California, I have included a few extra resources for getting started in early intervention in CA here:

2. Alternatively, you can talk to your child's pediatrician about scheduling a speech and language evaluation with a provider covered by your insurance company. To learn more about getting started in early intervention speech therapy, we wrote an entire blog post about finding a speech therapist near you .

What if my child doesn't qualify for early intervention services?

Sometimes a child may not "qualify" for early intervention services because their delay or disability isn't "severe enough." There are a few things you can do if you happen to find yourself in this situation.

You can ask for a re-evaluation. This means a second assessment will be performed at a later time to form a second opinion. You may request a different provider administer your assessment if you wish. However, you may be required to wait a certain amount of time between assessments, insurance may not pay for a re-evaluation, or this may not be an option for your provider.

Access an evaluation through insurance and your state's early intervention program. If you were evaluated by a speech therapist covered by your insurance, you may request an evaluation through your state's early intervention program, or vice versa.

If your child is about to turn 3, you can request a speech and language evaluation through the local school district. Learn more about school based speech therapy here , I explain how it works and that your child doesn't have to be enrolled in preschool full time to participate.

There's nothing worse than worrying about your child and feeling like you can't find the support you need. So if you find yourself in the situation where you don't qualify for early intervention speech therapy or you aren't able to access it for one reason or another, I've included a long list of early intervention speech therapy activities you can do at home! One of the biggest goals is to support parents in practicing at home, so you can get a head start with these strategies and activities!

Early Intervention Speech Therapy Activities:

Start with these speech therapy strategies first:

Help your child grow their understanding skills:

Teach your child to express themselves and say new words

At home speech therapy activities with the most popular toys:

A few more questions parent's often ask about EI:

References List:
Kay-Raining Bird, E., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2012). The effectiveness of early intervention for children with speech and language disorders: A systematic review. The Canadian Journal of Speech-Language Pathology and Audiology, 36(4), 265-282.

Peacock-Chambers, E., Ivy, K., & Bair-Merritt, M. (2017). Primary Care Interventions for Early Childhood Development: A Systematic Review. Pediatrics, 140(6), e20171661. https://doi.org/10.1542/peds.2017-1661

Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis.

© 2020-2023. Stephanie Keffer, MS CCC-SLP. All Rights Reserved.
The content offered on ToddlerTalk.com is for informational purposes only. Toddler Talk is not engaged in rendering professional advice, whether medical or otherwise, to individual users or their children or families. No content on this site, regardless of date, should ever be used as a substitute for direct medical advice from your doctor, speech language pathologist, or other health professional. By accessing the content on ToddlerTalk.com, you acknowledge and agree that you are accepting the responsibility for your child's health and well-being. In return for providing you with information related to home speech and language practice, you waive any claims that you or your child may have as a result of utilizing the content on ToddlerTalk.com.

# data[].attributes.attachment_link.title
Why Early Intervention? + Easy Speech Therapy Activities - Toddler Talk

# data[].attributes.attachment_link.description
Early intervention is designed to identify and address developmental challenges early on, before they become more significant or harder to treat. Early intervention speech therapy helps toddlers with communication delays. Discover what the research says about early intervention speech therapy and ea

# data[].attributes.body
Sensory integration refers to the way the brain integrates and interprets sensory information such as touch, taste, smell, body awareness and more. Many individuals with ASD experience challenges in sensory processing which manifest in hypo or hypersensitivity resulting in emotional and physical discomfort. This is why this sensory therapy such as sensory integration is essential.

# data[].attributes.attachment_link.readable_text
In this editorial, I would like to shed light on two methods for improving the speech production of individuals on the autism spectrum, discuss potential neurological factors that may underlie their effectiveness,

# data[].attributes.attachment_link.title
Sensory Integration in Autism Spectrum Disorders

# data[].attributes.attachment_link.description
An In-Depth Look at Sensory Integration Children and adults with autism, as well as those with other developmental disabilities, may have a dysfunctional sensory system - referred to as sensory integration disorders in ASD. Sometimes one or more senses are either over- or under-reactive to stimulation.

# data[].attributes.body
Alternative Augmentation Communication refers to various tools which can be used to replace of assist and individual with ASD's verbal communication. AAC is essential for many individuals with ASD who have difficulty with this verbal aspect. A few examples of AAC is sign language, body language & gestures, speech generating devices, and communication boards.

# data[].attributes.attachment_link.readable_text
One of the most significant characteristics of autism spectrum disorder (ASD) is a "delay in, or total lack of, the development of spoken language." The Centers for Disease Control and Prevention (CDC) report that approximately 40% of autistic children are non-speaking and do not develop sufficient natural speech or writing to meet their daily communication needs. Individuals who are non-speaking qualify for augmentative and alternative communication (AAC) interventions to supplement ("augmentative") or replace ("alternative") natural speech.

AAC interventions include unaided strategies, such as gestures, manual signing, and fingerspelling, and aided strategies, such as speech-generating devices, tablet devices (e.g., iPad) with AAC-specific applications, communication boards, and the Picture Exchange Communication System (PECS). The essential goal of AAC interventions is to enable communication and language through any combination of modalities (e.g., remaining natural speech, synthetic/digitized speech output, graphic symbols, manual signs, gestures, body language, etc.).

Dispelling Misconceptions About AAC Usage

Many families of non-speaking individuals as well as educators, speech-language pathologists, and occupational therapists, among others, often fear that implementing AAC may prevent the acquisition of natural speech. These concerns seem to be based on the common misconception that the use of an alternative communication modality might lead the individual to rely more and more on those "easier" modalities while giving up on learning natural speech.

The still common terms "severe communication disorder" and "complex communication needs" that are used to refer to a lack of speech and language further stimulate fears about the severity of the condition and imply significant reductions in quality of life. Fortunately, applied research in AAC has shown that such fears are not warranted. A growing body of research has demonstrated the many valuable benefits of AAC intervention:

Development of communication and early language skills

Elicitation of vocalizations and speech production

Support of social participation

Enhancement of comprehension

Remediation of frustration and problem behaviors

Moreover, research suggests that AAC does not prevent natural speech but may actually facilitate its development .

Consequently, today there is consensus that AAC interventions benefit a much larger population, including not only those who already present with delays or impairments in speech and language, but also infants and toddlers who are at risk for these conditions. It is commonly understood that AAC interventions for non-speaking individuals should start as soon as the first warning signs appear. Early AAC intervention has the potential to reduce severity levels of language and intellectual impairment, and is often associated with improved long-term intervention outcomes.

Current State of AAC Research

In the past, AAC interventions for non-speaking autistic individuals have primarily focused on establishing functional communication and teaching basic communicative abilities such as requesting, labeling, and rejecting. Utterances produced through AAC modalities often remain at the single-word stage. One current challenge for the AAC field is in developing autism-specific interventions that systematically move learners from single word to multiple word utterances. The communicative repertoire needs to be expanded to produce more complex sentences and multi-word utterances. In other words, when introducing AAC to autistic learners, it is critical to have a strong set of instructions that go along with an AAC modality (e.g., manual signs, graphic symbol board, AAC devices). This will enable the learner to understand and build language through these alternative modalities.

Two approaches in particular are currently being investigated and have become increasingly popular for language learning via AAC: language modeling and matrix training. Both have shown strong potential in facilitating language growth during AAC interventions. Language modeling approaches include techniques such as aided language stimulation or aided language modeling. These are based on the notion that the learner can observe and mimic an interventionist using correct symbol utterances and combinations and reproduce these through an AAC modality. Matrix training is an innovative approach for teaching the combination of multiple symbols into full sentences; it also enhances generalization of newly learned language skills. Successful intervention results have been reported for both approaches, yet further replications are necessary to refine intervention protocols and elevate their empirical foundation to the level of an evidence-based practice.

Another challenge is to create meaningful literacy experiences and interventions for non-speaking AAC users on the autism spectrum. Recent research shows that about 90% of non-speaking individuals including those who identify as autistic are not acquiring literacy skills. As language skills keep on growing, it is equally important to enhance early literacy learning at the same time. Many autistic learners show emerging skills in identifying letters and recognizing sight words. Early literacy instruction is important to fully explore this potential.

An engaging and motivating intervention strategy to work towards this goal is shared storybook reading . In the same fashion as their typically developing peers, non-speaking autistic individuals can learn through storytelling and retelling. Such natural activities can enhance thinking and language skills while working towards reading comprehension. Shared storybook reading is strongly connected with later vocabulary acquisition and reading skills. Ultimately, autistic children who use AAC require the same type of experiences and instructions with books as their typically developing verbal peers.

The Necessity of Understanding the Research

Applied research on AAC interventions for non-speaking autistic individuals is of critical importance to affected families and their service providers because this field is particularly vulnerable to unsubstantiated, pseudoscientific treatments. Examples include facilitated communication and rapid prompting.

Facilitated communication is a non-evidence-based approach to communication intervention wherein a facilitator physically guides the hand or arm of a non-speaking individual to generate messages on a keyboard. The produced messages are claimed to be those of the person being facilitated. Experimental AAC studies, however, have revealed that the messages are produced by the facilitator.

Rapid prompting is a similar treatment option that relies on a facilitator to operate a letter board while the individual follows prompts for pointing, typing, and writing. Although such approaches may be appealing to families due to exaggerated claims about amazing and unprecedented benefits, there is consensus that they are pseudoscientific, unsafe, and unethical. Leading organizations such as the American Speech-Language-Hearing Association, the American Association on Intellectual and Developmental Disabilities, and the International Society for Augmentative and Alternative Communication have published position papers cautioning practitioners about the use of such methods.

AAC interventions for non-speaking autistic children and adults should be grounded in scientific evidence for their effectiveness. It is important to know that many AAC interventions such as the Picture Exchange Communication System or the use of speech-generating devices combined with proper intervention protocols have a solid research base and meet the standards for an evidence-based practice as outlined in reports by the National Autism Project and the National Clearinghouse on Autism Evidence and Practice. These AAC options have been proven to be reliable and beneficial solutions that do not present with the potential harms of pseudoscientific treatments.

Tips for Using an AAC Intervention

When starting to use an AAC intervention with a non-speaking autistic child or young adult, keep the following tips in mind:

1. Merely equipping the individual with a sophisticated AAC solution, such as a high-tech device, will not automatically result in better communication outcomes. Implementing a proper instructional or intervention approach alongside the AAC modality is a critical element to intervention success.

2. It is not true that there is a single best hardware device or software application for AAC intervention in autism. Individuals on the autism spectrum present with varying needs and learning profiles which necessitates individualized AAC solutions.

3. Whenever possible, consider solutions that are backed by proper research evidence and have been validated by solid intervention research. Evidence-based practice is the major paradigm to implement an AAC intervention.

4. AAC intervention is a comprehensive process that is not limited to one-on-one sessions with a single therapist. The process should involve family members and a variety of communication partners to create communicative interactions throughout the entire day.

5. AAC has a facilitative effect on natural speech production and does not hinder the non-speaking individual from acquiring spoken language.

6. As high-tech AAC solutions can always break down or lose battery support, it is critical to have a permanent back-up solution in place, like a simple communication board or visual supports, for example.

7. Learners may outgrow technology quickly and/or technology solutions can have a short shelf-life. Therefore, AAC interventions need to be evaluated in regular intervals so that technology solutions can be adapted to the changing profile of the autistic learner.

If we keep these principles in mind, we can enable our autistic learners to fully explore their communication abilities, maximize the outcomes of AAC interventions, and reach better participation across educational and social environments.
Oliver Wendt, Ph.D., is director of the Potsdam Augmentative and Alternative Communication Research Lab, associate professor and chair of cognitive and emotional disabilities at the University of Potsdam, Germany. He is also a faculty associate with the Purdue Center for Families and the Purdue Department of Educational Studies. His research investigates the efficacy of AAC interventions for individuals with autism and developmental disabilities. He specializes in single-subject experiments and meta-analysis of treatment efficacy research. He is a member of OAR's Scientific Council. He is also first editor of "Assistive Technology: Principles and Applications for Communication Disorders and Special Education" and associate editor of the Augmentative and Alternative Communication Journal.

# data[].attributes.attachment_link.title
What We Need to Know About AAC Interventions | Organization for Autism Research

# data[].attributes.attachment_link.description
One of the most significant characteristics of autism spectrum disorder (ASD) is a "delay in, or total lack of, the development of spoken language."

# data[].attributes.body
When it comes to ASD there are a variety of treatment options and it is essential to understand the basic therapies these individuals will be subject to. The three core areas including speech, occupational, and physical. A combination of these can be expected to be used in conjunction with behavioral therapy in treatment.

# data[].attributes.attachment_link.readable_text
Overview

Once you receive an autism diagnosis, don't wait. Early diagnosis of ASD, coupled with swift and effective intervention, is paramount to achieving the best possible outcomes for your child.

All states are required to provide early intervention services until children are 3 years old, at which time services are provided by their school district (see below). In some states services are provided by the Department of Health and in others by the Department of Education. When your child under 3 is diagnosed, call your state early intervention provider to begin the intake process. If your child is diagnosed at an age older than three, contact your school district, even if your child is not yet of kindergarten age.

The most effective interventions available are behavioral therapies based on applied behavioral analysis (ABA). There are many different types of ABA to choose from based on your child's strengths and needs. Other therapeutic options to try include occupational therapy, speech therapy, physical therapy and pharmacological therapy. Treatment works to minimize the impact of the core features and associated deficits of ASD and to maximize functional independence and quality of life.

You will likely hear about a variety of non-evidence-based therapies, including horseback riding, swimming with dolphins, high-dose vitamins, electromagnet therapy and even drinking unpasteurized camel milk. These therapies have no evidence behind them and many can be harmful. While it is fine for children with autism to swim with dolphins and ride horses-just as other children do-these activities will not impact their autism (although they make some children, both with and without autism, very happy). Some but not all activities with animals or music aimed at children with autism offer opportunities to communicate and express feelings and to engage with peers. These activities should be done in conjunction with, not instead of, more evidence-based approaches. When in doubt, ask to participate in a class with your child to see what the proposed activity is all about.

Read ASF's statement on the use of ABA for Autism here.

Treatment Options

Behavioral Interventions: Applied Behavioral Analysis (ABA)

With ABA therapies, the emphasis is put on reinforcing behaviors that form the foundation of skill development. It is done by breaking down a complex behavior into a series of smaller tasks so learning can occur. You can read about the science behind ABA here.

ABA can help promote your child's social development, help them develop daily life skills and redirect behaviors that can be harmful, like self-injury. In addition, ABA teaches new skills and applies those skills to new situations. There are several types of evidence-based behavioral interventions that are built on ABA, including:

Early Intensive Behavioral Intervention (EIBI) is a type of ABA for very young children with an ASD, usually younger than five, often younger than three years old. EIBI's use a 1:1 adult to child ratio in the early stages of treatment and utilize discrete trial training methods (see below). This therapy can be implemented in the home or school, usually for an average of 20-40 hours a week.

Naturalistic Developmental Behavioral Interventions: This is a relatively new term to describe behavioral interventions that are delivered in a child's natural environment (rather than in a clinic), sometimes in cooperation with parents or caregivers. It utilizes different practices to promote interactions and learning and teach new skills, and emphasizes the child's own interest and initiations. Many EIBI's that are delivered in a naturalistic setting can also be called Naturalistic Developmental Behavioral Interventions. They include JASPR, Early Start Denver Model, and SCERTS. There are many other NDBI's that may not be named, but are based on the principles of NDBI's. This is a blanket term for a number of interventions.

Pivotal Response Training: PRT utilizes principles of ABA to increase a child's motivation to learn, monitor his/her own behavior, and initiate communication with others by focusing on behaviors that are seen as key to learning other skills, such as language, play and social skills. This training works to generalize skills across many settings with different people.

Discrete Trial Teaching: Discrete Trial Teaching is a subset of ABA. It involves breaking down tasks into small, discrete steps, and is taught using prompts and rewards for completing each step. Prompts and rewards are phased out over time.

Lovaas Therapy: The Lovaas Model consists of 20-40 hours of highly structured, discrete trial training, integrating ABA techniques into an early intervention program. The intervention typically begins when the child is between the ages of 2-8 years old, and no later than 12 years old. The technique utilizes child-specific reinforcers to motivate and reward success. Additionally, the use of language and imitation are crucial for the teaching model. Click here to learn more about the Lovaas Model.

Speech Therapy

Since people with ASDs have deficits in social communication, speech therapy is an important treatment option. Speech therapy with a licensed speech-language pathologist helps to improve a person's communication skills, allowing them to better express his needs or wants. For individuals with ASD, speech therapy is often most effective when speech-language pathologists work with teachers, support personnel, families, and the child's peers to promote functional communication in natural settings.

Some individuals with ASD are nonverbal and unable to develop verbal communication skills. The use of gestures, sign language, and picture communication programs are often useful tools to improve their abilities to communicate.

Occupational Therapy (OT)

Occupational therapy is often used as a treatment for the sensory integration and motor deficits associated with ASDs. OT can help teach life skills that involve fine-motor movements, such as dressing, using utensils, cutting with scissors, and writing. It works to improve the individual's quality of life and ability to participate fully in daily activities. Each occupational therapy program is based on individual evaluations and goals. Occupational therapy for young children with ASD often focuses on improving sensory integration and sensorimotor issues. In older children, OT often focuses on improving social behavior, teaching motor skills (like handwriting) and increasing independence.

Physical Therapy (PT)

Physical therapy is used to improve gross motor skills and improve sensory integration issues, particularly those involving the individual's ability to feel and be aware of his body in space. Similar to OT, physical therapy is used to improve the individual's ability to participate in everyday activities. PT works to teach and improve skills such as walking, sitting, coordination, and balance. Physical therapy is most effective when integrated in an early intervention program.

# data[].attributes.attachment_link.description
Once you receive an autism diagnosis, don't wait. Early diagnosis of ASD, coupled with swift and effective intervention, is paramount to achieving the best possible outcomes for your child. All states are required to provide early intervention services until children are 3 years old, at which time services are provided by their school district (see below).

# data[].attributes.body
An IEP is a tool used to outline a child's stength's and weaknesses. With this information, you will create a plan for special education support and services. This will aid your child in achieving their goals.

# data[].attributes.attachment_link.description
Once you have a meeting, you will be given your child’s Individualized Education Program (IEP). a written statement of our plan to provide your child with a Free and Appropriate Public Education in their Least Restrictive Environment.