Autism Spectrum Disorder Interventions - Literature review Example

The characteristics include extremely reserved language abilities, difficulty in forming interpersonal relationships, and aggressive responses due to changes in routine or environment (Odom et al., 2010 p. 34; Fernell, Eriksson, and Gillberg, 2013, p. 33). The impairment of individuals with these characteristics in a severe manner depicts them to hold tendencies of autistic disorders while the mild presence of the characteristics defines an individual as being handicapped in terms of communication (Reed & Osborne, 2012 p 72).

Autism disorders and communication handicaps are however treatable from an individual’s childhood to ensure they grasp the concepts of communication and social skills as they grow up (Callahan et al., 2010 p. 14). There are many interventions for children with ASD, but for effective results, the best ones ought to be used DiscussionАutism Sресtrum Disorder affects more boys than girls and has increased drastically in the last few decades (O'Leary, 2014). It is assumed that it is caused by a mix of environmental and genetic stimuli, but no there is precise cause has been defined.

Educational and therapeutic proposals geared towards persons with autism spectrum disorders (ASD) have been the subject of debate frequently. Families of children with autism are usually concerned by the potential drug side effects and opt for treatments that are more secure (Brondino et al., 2015, p. 1). There has been increased research on how to manage autism to create a world of possibilities for the affected individual so that they may lead a normal life. Several programs have been formed that seek to help affected individuals in an effective manner.

ABA (Applied Behaviour Analysis) and TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) are the most widely known approaches in autism. They are the most visible and most used programs in applied settings. (Callahan and Magee, 2012, (p. 14) agree that the most comprehensive intervention models. ABA and TEACCH used different methods to help children with autism. The former uses scientific principles, and skills instruction decreases problem behavior and uses repeated trials (Callahan and Magee, 2012, p. 14). On the other hand, the latter employs structured teaching, visual organizers, and work systems, to prevent problem behavior.

Founders of the approachesABA were first developed in the 1970s by Psychologists Ivar Lovaas and Robert Koegel at the University of California. Research conducted by Lovaas in 1987 demonstrated enhanced improvement in children’s IQ scores and an increase in functional learning. The results were produced in children who received 40 hours per week of ABA therapy. It has since expanded to include several different types of ABA techniques to aid its application that include Pivotal Response Training (PRT) Behaviour Mapping, Picture Exchange Communication System (PECS) Behaviour modification, Differential Reinforcement, Advanced Play Skills, and Functional Analysis.

On the other hand, TEACCH was started by Eric Schopler and Robert Reichler in the 1960s and was instituted as a nationwide program by the North Carolina legislature in 1972 (Mesibov and Shea, 2009). The program was mainly designed to train individuals who have autism and related disorders and communication handicap on various aspects of normal life including communication, social, vocational, and leisure skills (Reed et al., 2007 pg. 43). It aims to make children with autism live better lives by equipping them with basic skills.