JAASEP SPRING 2006 Part 4 of 5
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The number of children with autism entering public school systems has increased dramatically in the last 15 years (National Research Council, 2001; Yeargin-Allsopp, et al. 2003). In response, schools are struggling to meet the demands for skilled personnel and effective program structures (Peeters & Gillberg, 1999; Simpson, 1995). Professionals have disagreed about how best to identify components necessary for appropriate programs, how to implement programs that meet a broad range of children’s needs, and how to match efficient and effective services to specific characteristics of individual children (Anderson & Romancqyk, 1999; Brown & Bamberra, 1999; Cohen, 1999; Feinberg & Vacca, 2000; Pfeiffer & Nelson, 1992).
This article presents a brief historical perspective on factors that have complicated implementation of effective interventions on the large scale necessary to meet the needs of school systems in the United States. It also presents seven program components that, based on the literature, may significantly improve results of any comprehensive intervention. These seven program characteristics are supported by many professionals from multiple disciplines involved in studying needs of children with autism.
Abstract
Identifying effective interventions to help children with autism reach their potential has been a source of disagreement among professionals and parents for decades. The complexities of the challenges that face children with autism, and uncertainty about best practices, have delayed progress. This article identifies seven critical program components that address some of the challenges associated with providing effective and efficient autism intervention programs. The results for children who participate in these programs encourage belief in the ability of children with autism to respond with positive change to appropriately designed and implemented interventions.