| There were made a lot of years of research, and it | | | | mainstream public schools, and others in specialized |
| was reached to the result that applied behavioral | | | | programs separate from mainstream public schools. |
| methods really show benefit in improving | | | | There were made specific programs for persons with |
| communication, learning and appropriate social | | | | autism. For example, TEACCH, a program developed |
| behavior, also reducing inappropriate behavior in | | | | in North Carolina comprehends different theories and |
| children with autism. | | | | techniques to develop an individualized program for |
| It was seen that started early, usually in the preschool | | | | each person with autism. This program focuses more |
| years, these interventions are more effective. | | | | on providing the child with the skills needed to |
| Based on the principle of reinforcement, which says | | | | understand his or her environment and communicate |
| that behavior can be changed by rewarding desired | | | | his or her needs, and less on changing specific |
| behavior and removing reinforcement for unwanted | | | | behaviors. |
| behavior, the applied behavior analysis is designed to | | | | To teach children social skills there is an approach that |
| both correct behavior and teach skills for dealing with | | | | uses stories, in each story a person being faced with a |
| specific situations. It was seen that the person will | | | | situation or an event. These stories are adapted for |
| repeat behaviors for which is rewarded, and this | | | | each individual, they often contain music and illustrations, |
| principle is applied in many different ways like discrete | | | | and help the child develop an understanding of the |
| trial training, errorless learning, incidental teaching, | | | | appropriate or expected response to the situation. |
| shaping and fading, and it is known that most | | | | An approach that helps the child with autism progress |
| treatment programs include a number of applied | | | | on the natural developmental ladder is the floor time. It |
| behavior analysis therapies. | | | | is based on the theory that children cannot progress to |
| In order to provide a comprehensive treatment | | | | advanced learning until they have completed all the |
| program individualized to meet each child's specific | | | | required steps of this ladder; this theory says that |
| needs, the behavioral therapists collaborate with | | | | children with autism have not completed the ladder. |
| parents, teachers, and community professionals. | | | | There are also complementary therapies. These |
| The main principle of education suggests that each | | | | therapies include art therapy, music therapy, animal |
| person with autism has his or her own strengths, | | | | therapy, and sensory integration therapy. For example, |
| abilities, and functional level, so it is very important that | | | | music therapy involving singing helps the child to |
| education to be adapted, to meet everyone's personal | | | | develop speech and language skills, art therapy offers |
| requirements. | | | | the child a nonverbal way to express his or her |
| When it is possible, it is important that children with | | | | feelings, and animal therapy has the role to improve |
| disabilities to be educated together with children with | | | | the child's motor skills while increasing self-confidence. |
| no disabilities, because they will serve as models for | | | | Sensory integration tries to help the child reorganize |
| appropriate language, social, and behavioral skills. | | | | and integrate his or her sensory information, tries to |
| Some children with autism are educated in mainstream | | | | make the child to better understand the external world. |
| classrooms, others in special education classes within | | | | |