Intervention Research

On this section you can find research into various interventions that are popular with parents in Scotland. Please note that this information is taken from researchautism.net, with the exception of 'Verbal Behaviour Therapy' which comes direct from a project worker, working with a family, using this intervention.. Further research is advised should you be looking into running a program as individual can react to programs in different ways. It must be stated that there are no cures for autism.

The fact that an intervention is listed on this page does not mean that there is currently any scientifically valid or reliable evidence for its effectiveness. Nor does it mean that we support its use.

Sonrise :: ABA ::Teacch :: PECS :: AAC :: Verbal Behaviour Therapy

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Son-Rise

Introduction
The Son-Rise programme is a home-based 1:1 approach, which is based on the idea that the best way to help a child with autism is to follow the child’s lead, joining in with his/her preferred activities.

When the child becomes attentive and interactive the adult expands on the shared activity in order to help develop communication and interaction skills. Son-Rise programmes are typically implemented by the parents, often with the assistance of a team of volunteers.

Opinion (researchautism.net)
There are many anecdotal reports from a variety of sources which claim that the Son-Rise programme is effective in helping people with autism.

There is a severe lack of scientific evidence in favour of the Son-Rise programme.

However, given the amount of existing anecdotal evidence, we feel that large scale, objective research into the programme is justified.

Full Report >
Releated Library Book - Son-Rise The Miracle Continues

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ABA

Introduction
Early Intensive Behavioural Intervention is a highly structured and intense intervention in which a child is taught a range of skills by a team of therapists.

The therapists break down the skills into small tasks that are considered to be achievable and which are taught in a very structured manner.

Desired behaviour, such as use of language or socialisation, is positively reinforced and accompanied by lots of praise. Negative behaviour, such as self harm or aggression, is ignored.

Opinion (researchautism.net)

• There is strong evidence to suggest that EIBI programmes are effective for many children with autism.
• However, individual response to treatment is variable and these programmes do not result in improvements in all areas of functioning.
• For some children, alternative interventions, such as specialist pre-school placements may produce comparable results and may offer greater opportunity for interactions with peers.
• If EIBI is undertaken, it is important to consider any benefits against the possible impact on parents (in terms of time, finances, organisation, involvement with other siblings).
• A thorough reward assessment should always be undertaken as many children with autism do not find verbal praise, clapping or touching to be rewarding.
• The use of punishment or ignoring behaviours (especially for self harm) should only be undertaken after advice from experienced professionals.

Full Report>
Releated Library Book - 'Let Me Hear Your Voice'

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Teacch

Introduction
TEACCH stands for the Treatment and Education of Autistic and Communication-Handicapped Children.

It is the term given to describe the various activities undertaken by Division TEACCH, a state-wide community-based programme of services for children and adults in North Carolina.

Special emphasis is placed on helping people with autism and their families live together more effectively by reducing or removing ‘autistic behaviours’.

Opinion (researchautism.net)
There is some scientific evidence to show that the TEACCH programme provides some significant benefits to those who follow it.

However we have concerns about the objectivity of some of the research conducted to date. And we also have concerns that the outcomes may depend to a large extent on the skills and experience of individual staff involved in TEACCH.

With this in mind, we believe that larger, systematic and controlled studies should be conducted by independent researchers in order to evaluate the immediate and long term outcomes of the TEACCH programme.

Full Report>

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PECS
Picture Exchange Communication System

Introduction
A child is taught to exchange a picture card for something he wants.

The picture reinforces the words spoken by the adult, who gives the child the thing he wants.

It can also be used to help the child learn how to express his needs by showing what he wants.

Opinion (researchautism.net)
The current evidence for PECS is generally positive, with considerable anecdotal evidence from parents and professionals regarding the effectiveness of PECS.

It is a straightforward and positive approach, cost effective and not overly time consuming to implement.

There is, however, much confusion regarding the correct use of PECS and it should only be implemented by appropriately trained individuals.

Full Report>

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AAC

Acronym for alternative and augmentative communication, which refers to the different ways (other than speech) that people use to communicate with each other.

Unaided AAC systems are those that require no additional pieces of equipment. These include manual signing, gestures, facial, expressions, pantomime, pointing, and/or eye gaze

Aided AAC systems include some kind of external device, and can include a wide variety of methods ranging from no tech/low tech to high tech. Aided AAC systems generally involve devices that display symbols a person selects to convey messages to listeners.

More Info >

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Verbal Behaviour Therapy

Verbal Behaviour Therapy (VB) uses the principles of Applied Behavioural Analysis (ABA) to teach language skills.  There is evidence to support the effectiveness of ABA as a method to teach children with autism.  Communication deficits are a central feature of autism.  VB can therefore be a very effective approach for improving the skills and quality of life of a child with autism and their family.  Like many interventions, VB can be most effective in young children, however the principles are applicable at any stage of development and this approach has been used successfully to initiate language skills in previously non-verbal autistic adults.

Much like ABA programs, VB programs are designed by VB professionals/consultants, and tailored to each child and family.  The therapy is then administered by a trained therapist in a one on one setting.  VB therapy usually includes an element of structured table top work but has an emphasis on working in the Natural Environment - where the child will be using their new found skills.  As the targets that are worked on are designed to be functional and language based, even out with therapy sessions, targets will be practiced and learning will be reinforced.

In the same manner as ABA, during VB therapy the child’s behaviours are shaped by carefully assessing and changing the antecedents and consequences surrounding the behaviours.  This approach can be applied to reduce problematic behaviours and also to encourage communication, language skills and any other behaviour that we’d like to see more of. 

Where VB is unique is in its focus on language.  Whilst termed ‘Verbal’, the principles are as effective in teaching sign language (often the best starting point for a non-verbal child with autism).  VB works across verbal operants which cover all the different types of language we use to communicate.  These include Manding (making requests), Tacting (labeling) and Intraverbals (language in response to other language like greetings and answering questions).  VB also works on imitation skills as these are the precursor for language acquisition and often an area of difficulty for children with autism.  Receptive skills (listening and understanding) are also an area that is targeted.  For children with very little language, imitation and manding skills are the priority as imitation is so fundamental to further skill acquisition and requesting is when the child is most motivated to communicate, creating a positive learning environment.  Later on, tacting and intraverbal language are targeted to develop social interaction and conversational skills.

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For further information on these programs or Autism Research, please click here