Autism: Educational and Therapeutic Approaches by Efrosini Kalyva

By Efrosini Kalyva

There are many assorted ways and remedies to be had for kids, teens and adults at the autistic spectrum, and the quantity of data to be had on each may be daunting for pros and fogeys alike. Autism, academic and Theoretical ways deals concise and transparent motives of numerous proposed interventions and their effectiveness, and is helping the reader to settle on the main applicable remedy for every person.

Efrosini Kalyva presents available information regarding fresh clinical proof and the most recent study, and lets you think about the professionals and cons of every strategy. She specializes in the subsequent components together with cognitive-behavioral ways, constructing social interplay, substitute communique innovations, constructing play, sensory-motor methods, psychotherapeutic ways and biochemical approaches.

This much-needed consultant for practitioners and pupil academics also will entice mom and dad, and to an individual trying to find a comparative exam of the diversity of remedies on supply.

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Extra resources for Autism: Educational and Therapeutic Approaches

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The teachers must be alert in order to identify any changes in behaviour that could be signs of depression, high levels of disorganisation, isolation, chronic fatigue or even talks about suicidal tendencies. qxd 24 09/02/2011 20:50 Page 24 AUTISM should be placed in a highly structured educational environment, where they can receive individualised instruction, so that they can start experiencing success and productivity. Moreno and O’Neal (2004) give the following advice to parents of high-functioning children with ASD: 1.

In this case it is natural not to expect spectacular results given that the participants are quite old and the importance of early intervention has been established. Van Bourgondien et al. (2003) noted that the application of TEACCH is linked to the gradual reduction of behavioural problems, while no difference was observed in acquiring new skills. However, they do not provide adequate information on how they reached this conclusion. Schopler (1991) mentions that he conducted more than 250 studies on TEACCH or in relation to TEACCH between 1964 and 1990 regarding the nature of autism, structured teaching, cooperation with families, evaluation, speech and communication, independence, professional skills, social and recreational skills, as well as behavioural management.

Qxd 36 09/02/2011 20:50 Page 36 AUTISM steps for the attainment of long-term goals. This will help parents and teachers learn if the child progresses and benefits from his education. The development of specific and clearly determined goals is vital for the provision of proper training for the child. • Appropriate objective criteria, assessment procedures and time schedules that determine whether the child has met the goals set by IEPs. • A description of all the special needs services and the relevant supportive services that the child needs, as well as the exact time that he will devote to each activity or context.

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