THE PROGRAM TO DIRECT INTERVENTION
Planning the intervention:
I.Determining the starting points within the intervention, based on the child's development level and on the individual profile;
II.Determining the intensity and frequency of the intervention;
III.The including of the individualization principle in the planning of the intervention, taking into account for each child the needs and strong points, what they like and dislike, efficient strategies for teaching and motivation systems;
The Intensive Behavior Intervention:
- Intensive behavior intervention programs begin after the child is diagnosed;
The intensive method, through its nature is after the complete diagnostic and an evaluation of development;
- It uses systematic methods of behavioral learning for the development of abilities (including, when necessary, structured programs which use ABA techniques such as positive strengthening, tasks analysis, modeling and prompting);
-Includes, from the beginning, the planning of the generalization of independence and flexibility of the child's behavior and abilities plus the teaching of functionally relevant abilities which the child will require in a natural environment;
- Offers a curriculum which includes the teaching in all areas: social, play, knowledge, language, self service, etc;
- Includes a special focalization on deficits and social communication differences characteristic to autism, including a large variety of techniques which promote the development of distributive attention, social interaction and intentional communication, using a variety of expressive communication modalities (such as: exchange of images, drawings, words, gestures, etc) and encouraging a variety of communication functions to be developed (such as: to ask for, to protest, to initiate, to comment, etc);
- ntervention is individualized to reflect the child's level of development, the strong points and needs, what it likes and dislikes (such as: specific goals, things that motivate it, plus the learning methods are chosen on the basis of what is adequate for each child);
- The program is based on data and is frequently monitored, using observation methods of behavior, so that the decisions have for support objective data (for example: to determine when the child progressed enough to have specific goals, specific teaching methods or higher parameters of the program, so adjusted that it makes the transition to a less formal training and/or within a more natural surrounding);
- The method uses an ethical vision, an approach based on positive strengthening to treat very problematic behavior (for example: self-aggressiveness and aggressiveness towards others), taking into account the evaluations regarding bio-psychological understanding;
- It includes the careful and supportive planning to make the child adaptable or to make the transition to other environments, such as integration in kindergarten or school, incorporating the teaching of "survival abilities" necessary for the next environment (for example: keeping a schedule, raising the hand when desiring to catch the teacher's attention, etc);
- Takes into account the preferences, the values, the cultural context and the maternal language of the family;
- Does not use experimental approach or an approach not researched enough.
Transition to school:
Development of language, social attention and interaction, shall determine collaboration with a kindergarten or school with the aim of the child's gradual integration within mainstream education. It shall start with an hour spent by the child in a teaching facility, in time this period being extended.
Monitoring and evaluation
Is to be done daily with standard texts and direct observation, to demonstrate the child's change and progress.
Regarding the responsibility of results which the child obtains within the direct intervention program, this belongs to the ATMA CONSULTING.
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ROMANIAN VERSION
