How effective is early intervention in autism?
timely intervention concerns the combination of physical, professional, speech and other services that the child receives three years ago. Currently, more than 400 different treatment approaches are used as early intervention in autism, but only a slight fraction has been examined to determine efficacy. Treatment programs range from very structured programs led by a teacher to development programs led by a child. Until now, a study focused on early intervention in autism has been largely engaged in structured teaching and development approaches. Regardless of treatment, research seems to clarify one thing: the sooner the child receives early intervention in autism, the better it will be during pre -school years, especially compared to children who receive no timely intervention.
Research shows that most programs for use (ABA) are the most effective when a specialist in timely intervention and parents work with a child of 30-40 hours in a seven-day week. The structure of each discrete test training is veryRigid and focuses on the child's training to respond to simple commands in exchange for reward. Over time, the child's reaction is approaching and closer to the required behavior and the rewards are faded. In order to maintain the reaction of the child to the allusion, parents and therapists must repeat the training regularly.
Although research shows the effectiveness of ABA, there are people who have challenged its practicality and efficiency in the real world over time. The weekly time commitment necessary to make ABA effective can be for some carers out-of-enthusiasm and impractical; This may result in poor monitoring of treatment and reducing its efficiency. Another problem is the essential costs of timely interventions that insurance and school districts are often reluctant to pay. Finally, some people criticize ABA as too similar to animal training, and they believe that even if the child can perform an allusion during the session, behavior does not necessarily onlyto ease into real situations.
Development programs such as Floortime focuses on building basic deficits that are associated with autism, namely the ability to interact with other empathetic, mutual ways. Under the guidance of a professional, developmental early intervention in autism, parents and others in the child's life have to involve the child in a wide range of situations and setting 20 minutes at a time. The basic faith for developmental therapies is that learning how to interact is an essential step towards learning other things in life, including academics.
Research has shown that Floortime and other programs such as IT are most effective in children with Asperger syndrome, less serious formism in which children have average or above -average cognitive abilities. Children with severe autism and cognitive disorders show less improvement using a development approach as in teaching with ABA. Like ABA, development programs can be expensive, but it is much easier to implement the budget. In comparison with ABAnd they have parental therapies using development approaches of a higher level of subsequent passage, which increases the effectiveness of treatment.
Research on the effectiveness of early intervention in autism is still in its infancy. Discrete test training individuals will achieve a generally greater improvement in children who have cognitive disorders and serious autism compared to developmental approaches. Long -term results are promising in less deteriorated children who are provided by development -based therapy. Over the next decade, scientists can learn much more about the effectiveness of many other treatments to treatment that are used as early IntDnes in autism. Until then, people have to be what we know and give all children with autism some timely intervention as quickly as possible.