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