Autism Therapy: intensive therapy

definition of intensive therapy: not yet defined.

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Transition of Children with Autism from Intensive Behavioural Intervention Programs into the School System
Journal on Developmental Disabilities, by Levy, A., and Perry A., published in 2008, summarized Nov 5, 2009

Behavioral therapists and special education specialists have differing views about transitions from intensive therapy to the school setting.

Children with autism often get intensive behavioral intervention therapy (IBI) when very young. They then transition to a classroom with typically developing children. The authors asked IBI therapists and special education specialists about how to best transition children from therapy to school. The therapists have a stronger belief in preparing children for transition than the education specialists. Both groups agreed that transition coordinators, parents, and teachers should be involved in the transition process. They recommended that transition start 4 to 6 months before the child starts in the classroom.


Intensive Behavioural Intervention for Young Children with Autism: A Research-Based Service Model
Research in Autism Spectrum Disorders, by Hayward, DW, Gale CM, and Eikeseth S., published in 2009, summarized Aug 5, 2009

A successful early intensive behavioral therapy program includes parent involvement, different settings, and flexibility to meet the needs of individual children with autism. This paper describes the United Kingdom Young Autism Project (UK YAP), which follows the UCLA Model of ABA. The project sets up a service model for ABA therapy that includes parent training, therapist supervision, and progress checks to offer the best early ABA therapy possible based on scientific research. Research suggests that effective applied behavior analysis (ABA) therapy includes intensive therapy for 30 or more hours per week, strong supervision of the therapy progress, and a plan that works to meet all of the needs of the child.


Three Years of Intensive Applied Behavior Analysis: A Case Study
Journal of Early and Intensive Behavior Intervention, by Healy, O., OConnor J., Leader G., and Kenny N., published in 2008, summarized Jul 3, 2009

The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) applied behavioral analysis (ABA) system may be helpful for children with autism.

The CABAS early intervention program is a school-wide system for using ABA methods. It applies ABA methods to help the whole child. This case study describes one girl who started intensive ABA therapy in a CABAS system at the age of 2 years 10 months of age. Her communication and socialization skills were at the level of a 1 year-old. The intensive therapy methods were evidence-based, using recent methods that were reported to be potentially helpful. Researchers tested her progress over a 3-year period. When she started, she had a low IQ and had trouble learning. After 3 years of intensive ABA therapy in a CABAS® system, her cognitive and communication skills were average for her age group. She was still behind for her age in social skills. She was able to move into a mainstream classroom.


Exploring the Effects of Communication Intervention for Developmental Pragmatic Language Impairments: A Signal-Generation Study
Int. J. Lang. Comm. Dis., by Adams, C., Lloyd J., Aldred C., and Baxendale J., published in 2006, summarized Dec 22, 2006

While this study did not include children with autism, it did show that speech therapy can improve a child'??s ability to use language in a social way (pragmatic language).

The authors found that most children who have trouble with pragmatic language can improve with intensive therapy. Some children, however, do not improve after a short period of intensive therapy (3 hours/week for 8 weeks). The authors note that it is very difficult to measure changes in pragmatic language. Perhaps the best way to measure improvements in pragmatic language is to measure how much the child speaks during a conversation. In addition, the authors recommend asking parents and teachers to assess a childâ??s pragmatic language.


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Early Start Denver Model May Help Raise I.Q.’s of Children with Autism

Jan 5, 2010

A recent study reported that children with autism who received intensive therapy with the Early Start Denver Model (ESDM) may raise their I.Q. Forty-eight children, some as young as 18 months, were part of the study. Half of the children received ESDM and half received a community-based autism intervention. All the children improved their I.Q., however, the ESDM children also had larger improvements in listening and comprehension. ESDM was founded by Sally J. Rogers and Geraldine Dawson, who have recently published a new book, “Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement." When NY Times reporter, Tara Parker-Pope asked Dr. Rogers how ESDM was different from other therapies, Dr. Rogers explained, “First, the kids are really young. Another important fact is that the kind of intervention that is being used is different. This is a developmentally based intervention that really pays a lot of attention to the quality of relationships.”

Read original article: Raising I.Q. in Toddlers With Autism


Pirate Speech Camp is Intensive Therapy and Fun

Jul 28, 2009

For the second year in a row, East Carolina University (ECU) has operated the Pirate Speech Camp in North Carolina. Children with autism and other communication delays receive speech and language therapy in an atmosphere of fun, play, and arts and crafts. Camp counselors are graduate students in communication sciences and disorders at ECU. Camp activities are structured and children are encouraged to interact socially with other campers. There are "group language activities, fine motor craft activities and gross motor activities like the parachute or indoor baseball." There are plans to increase the number of campers next summer. Camp is hands-on training for counselors and a chance for the children to maintain their speech and social skills while out of school.

Read original article.


United Nations Brings International Awareness to Early Intervention for Autism

Feb 5, 2008

The United Nations has declared April 2, 2008 as World Autism Awareness Day. This UN resolution "promotes early diagnosis and awareness of autism's warning signs." Early intervention includes speech therapy, occupational therapy, physical therapy, and social integration therapy. Early, intensive therapy can improve development in children with autism.

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Pilot Program in Kansas will Provide 25 Kids with Autism Intensive Services

Jan 23, 2008

The State of Kansas has initiated a government-funded program to provide intensive autism therapy to 25 children. The children were randomly selected based on their diagnosis and certain Medicaid requirements. For three years, the children and their families will receive direction under an autism specialist, family counseling, one-on-one intensive therapy, and respite care.

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Please comment on this autism topic.

Responding to neurofeedback

Feb 1, 2011 by Anonymous

I used neurofeedback for my daughter for about a year, when she was 14. She was gong though a lot of changes at the time, very anxious. She also has other disabilities a deletion of the short arm of chromosome 4, celebral palsy and has had a stroke she walks with a limp after intensive therapy for many years. We used Conductive Education, a Hungarian technique for children with motor disorders.

The results of NFB were-she was more verbal after NFB and surprisingly her balance, gait and ability to move around improved noticeably. She also had noticeable changes in cognitive behaviour and ability to communicate.

Unfortunately she decided she no longer wanted to stay hooked up to the electrodes and TV and we had to abandon the treatment. We are using acupuncture at present, along with Neurolink, massage and homeopathy. She is now aged 20 years.


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