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