Autism Treatment: Guidelines (continued)

During your research, you will hear about many different treatments approaches, such as auditory training, discrete trial training, vitamin therapy, anti-yeast therapy, facilitated communication, music therapy, occupational therapy, physical therapy, and sensory integration. These approaches can generally be broken down into three categories:

• Behavioral & Communication Approaches
• Biomedical & Dietary Approaches
• Complimentary Approaches

Some of these treatment approaches have research studies that support their efficacy; others may not. Some parents will only want to try treatment methods that have undergone research and testing and are generally accepted by the professional community. But keep in mind that scientific studies are often difficult to do since each individual with autism is different.

For others, formal testing might not be a pre-requisite for them to try a treatment with their child. Even for those with "scientific" proof, we recommend that the family or caregiver investigate all options available to determine the appropriateness to their child.

Experts agree though, that early intervention is important in addressing the symptoms associated with autism. The earlier treatment is started, the better the chance the child will reach normal functioning levels. Many of the approaches described can be used on children as young as age 2 or 3. They may also continue to be used in conjunction with special education programs or traditional elementary school for children who are mainstreamed.

Early Intervention

The Autism Society of America recognizes the importance of intensive early intervention for young children across the autism spectrum, including those labeled with autism, Asperger's syndrome, and other pervasive developmental disorders. While these children share a common diagnostic label, each has individual needs. Because of the individual differences among these children, the Autism Society of America supports an individualized approach that addresses the core deficits of autism spectrum disorders (e.g., communication, social, sensory, academic difficulties) and that matches each family's preferences and needs. In designing effective programs, the Autism Society of America encourages professionals and family members to consider the following components:

• A curriculum which addresses deficit areas, which focuses on long-term outcomes, and which considers the developmental level of each child. Deficit areas include:
  • Inability to attend to relevant aspects of the environment, to shift attention, and to imitate language and the actions of others;
  • Difficulty in social interactions including appropriate play with toys and others, and symbolic and imaginative play; and
  • Difficulty with language comprehension and use, and functional communication.

• Programs which capitalize on children's natural tendency to respond to visual structure, routines, schedules, and predictability.

• Focus on generalization and maintenance of skills, using technology such as incidental teaching approaches.

• Effective and systematic instructional approaches which utilize technology associated with applied behavior analysis, including chaining, shaping, discrete trial format, and others.

• Coordinated transitions between service delivery agencies, including 0-2 programs, early intervention/preschool programs, and kindergarten environments.

• Use of the technology associated with functional behavioral assessment and positive behavioral supports when involved with a child who presents behavioral challenges.

• Family involvement, including coordination between home and involved professionals, an in-home training component, and family training and support.

The Autism Society of America encourages applied research to determine those interventions and approaches that are most effective for all children with autism spectrum disorders, and to encourage common usage of these practices for each child with an autism spectrum disorder, regardless of geographical location.