Autism Therapy: mainstream

definition of mainstream: In education, refers to the classroom setting where normally-functioning children learn during the school day. For children with autism or other special needs, attending classes with normally-functioning children is called mainstreaming.

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Research in Autism Spectrum Disorders, by Hutzler, Y., and Margalit M., published in 2009, summarized Jun 22, 2010

Students with autism benefit from being included in a mainstream physical education class.

Most people believe that having children with autism in a normal classroom does not slow down neurotypical students, but few studies have looked at this issue. The main purpose of this study was to see how seven junior-high school students with autism learned field hockey skills within a normal classroom. The study also looked to see if the fact that the students with autism were in a normal classroom somehow slowed down the other students in the classroom. The authors noted that the students with autism acquired skills more slowly than neurotypical students. The students with autism did acquire skills more quickly, though, when they were in a normal classroom and their presence did not slow down the neurotypical students.


Autism, by Smith, RA, published in 2009, summarized Oct 8, 2009

Children with autism may have more bowel trouble than mainstream school children, but about the same amount of bowel trouble as children with other developmental disorders.

This case control study compared 52 children with autism spectrum disorders to 35 children from special schools and 112 mainstream school children. There were more reports of constipation, diarrhea, and flatulence (farting) in children with autism spectrum disorders (ASD) as compared to mainstream school children. The children with autism had about the same bowel trouble reports as children attending special needs schools. Parent reports of digestive trouble ranged from 14-25% for the different conditions. Overall, 35% of parents of children with autism reported concern about their child's bowels.


Journal of Autism and Developmental Disorders, by Panerai, S., Zingale M., Trubia G., Finocchiaro M., Zuccarello R., Ferri R., and Elia M., published in 2009, summarized Aug 4, 2009

The TEACCH program may be a useful approach in different settings (home, school, and residential) to help children with autism learn skills.

This study compared the treatment and education of children with autism using the TEACCH program versus an inclusive nonspecific program. Boys with autism and severe mental retardation were enrolled in one of 3 different programs over a 3 year period. Thirteen boys were enrolled in the natural-setting (NS-TEACCH; home and mainstream school) program, 11 boys in the residential (R-TEACCH) program, and 10 boys in the inclusive education-nonspecific (INSP) approach. Boys in either one of the TEACCH programs (NS or R) improved from baseline in 11 or more skills (for example, perception, fine motor, gross motor). Boys in the INSP showed improvement in perception only. Therefore, the TEACCH programs may be more helpful for children with autism than the nonspecific inclusive education program.


Research in Autism Spectrum Disorders, by McGarrell, M., Healy O., Leader G., O'Connor J., and Kenny N., published in 2009, summarized Jul 28, 2009

Six children with autism successfully transitioned into mainstream school after intensive applied behavior analysis (ABA).

The children in this study received intensive ABA therapy beginning at 3-6 years of age. They attended a school that was using the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) system. They were evaluated using Preschol Inventory of Repertoires for Kindergarten (PIRK®) to determine what skills they needed to learn. A wide range of skills were tested. They received therapy for up to 3 years. All six children improved. They rose from 0-30% achievement for several skills to 60-100% achievement. The authors believe that PIRK® can be a useful tool for finding out which skills need to be targeted for intensive ABA therapy.


The Boling Center is one of the first places in Tennessee parents go when they suspect their child has autism. The Boling Center, at the University of Tennessee Health Science Center, provides examinations by developmental pediatricians as well as speech and language therapy and applied behavior analysis (ABA). The support group the Boling Center recommends for parents is the Autism Society of the Mid-South. Another resource for Tennessee parents is the Harwood Center, a school that helps kids with developmental delays from birth to 5 years of age. Their goal is to mainstream each child to the best of his ability.The Boling Center is one of the first places in Tennessee parents go when they suspect their child has autism. The Boling Center, at the University of Tennessee Health Science Center, provides examinations by developmental pediatricians as well as speech and language therapy and applied behavior analysis (ABA). The support group the Boling Center recommends for parents is the Autism Society of the Mid-South. Another resource for Tennessee parents is the Harwood Center, a school that helps kids with developmental delays from birth to 5 years of age. Their goal is to mainstream each child to the best of his ability.

Read original article: Boling Center Focuses On Autism Awareness, Help


The Cincinnati area’s Youthland Academy is adding the Sharonville Enrichment Center. The autism enrichment center will serve kids from 6 weeks to 12 years who have been diagnosed with autism and other developmental disorders. The center will also maintain mainstream classrooms for siblings to attend. Services offered include occupational therapy and speech therapy. Teachers are accredited and trained to work specifically with kids on the spectrum. In addition, there is a kitchen that serves food free from dyes, high fructose corn syrup and sugars; the menu follows the Child and Adult Care Food Program (CACFP).

Read original article: Youthland Autism Enrichment Center in Sharonville


Mentor Public School District will soon open the Cardinal Autism Resource and Education School (CARES) in Northern Ohio. This facility, serving between 12 and 42 kids with autism, will cover educational, sensory, and life skills. CARES hopes students may return to a mainstream classroom or graduate with the ability to obtain a job or further schooling. The facility has been retrofitted specifically for children with sensory issues. CARES director, Christy LaPaglia explains, “The building will be equipped with new lighting, acoustic panels in classrooms, odorless carpet and paint.” One unique feature of CARES is the observation area where parents and other educators can watch and listen to what is happening in the classroom. CARES hopes this will assist in useful feedback for the children as well as the teachers. The center consists of seven classrooms, the observation rooms, parent resource area, gym, and sensory rooms.

Read original article: Mentor Schools' Autism Center Set to Open October 3rd


It is only recently that private schools in Dubai have allowed children with autism to mainstream. For the most part, the private schools don’t have facilities or training to work with kids with special needs. Stepping Stones, an international organization, is working with Dubai schools to increase inclusion. Students, who need it, will receive assistance from an aide, an individualized education program (IEP), and depending on the child’s age receive more academics or more social/life/vocational training. Most students will have special classes during the day, but will be integrated into extra-curricular activities and other classroom situations.

Read original article: Increase in Private School Acceptance of Special Needs Children



Please comment on this autism topic.

Responding to homeopathy

Apr 3, 2011 by Anonymous

witch craft? Perhaps reading some accurate books on the subject may help educate about what homeopathy really is and how it's been around longer than allopathic medicine, which not only creates disease by suppressing symptoms with toxic drugs, but never cures anyone either. Homeopathy focuses on healing the body, the whole body, not targeting one symptom and suppressing it so another illness turns up later. It's been around for 200 years and it does work for many things. Considering allopathic mainstream medicine has nothing to offer children with autism besides drugging them.....perhaps homeopathy could improve their lives and even lead to healing.

If you are a parent considering homeopathy, don't let one nay sayer discourage you from doing some research about it and reading some books to see if this might be a viable therapy for your child.


In 2006 the FDA approved risperidone for the specific treatment of aggression and irritability in people (inc children) with autism, yet you have posted an expert opinion also from 2006 that anti-psychotics are not useful in treating autism. Please review your information. Risperidone is an anti-psychotic and has been found to be effective in treating patients with autism who are easily agitated and frequently aggressive. While I can not speak specifically to Thorazine, the professional opinion used to back up the information is outdated and no longer correct. 


Comment added from Healing Thresholds: Note that rarely is scientific consensus achieved in one year. Moreover, scientific consensus rarely occurs as the result of a regulatory decision (FDA approval). At Healing Thresholds we summarize medical research as it occurs and we provide the date of the medical research/medical opinion. We inlude both mainstream and alternative views as long as those studies/opinons have been subjected to the scientific peer review process. We encourage all readers to consider the date of the research/opinion (and the source of the research/opinion) when evaluating how the results relate to their own child's therapy program.


Responding to rebound therapy

Jul 24, 2010 by Anonymous

The phrase "Rebound Therapy" was coined by the founder, Eddy Anderson MCSP, Cert Ed, in 1969 to describe the use of the moving surface (bed) of a trampoline in order to provide therapeutic exercise and recreation for people with a wide range of special needs.


Rebound Therapy is used to facilitate movement, to promote balance, to increase or decrease muscle tone, and to aid relaxation and sensory integration. It is also used to improve fitness and exercise tolerance and to improve communication skills


It is popular in special needs schools and is becoming increasingly popular in mainstream schools with a special needs unit; partly because the trampoline is a piece of apparatus that virtually all people, regardless of their abilities, can access, benefit from and enjoy. 


The UK body for Rebound Therapy is “Rebound Therapy dot org” who state that in addition to the benefits listed above, it is an ideal vehicle for cross curricular teaching activity; with the potential for teaching such things as numeracy, colour recognition, positioning (left, right, backwards, forwards, clockwise and anticlockwise), communication, social awareness and consideration of others.


They further state that the unique properties of the trampoline offer ample opportunities for everybody to enhance movement patterns.


The work is intrinsically motivating and enjoyable and returns high value in therapeutic terms for the time and the effort involved.


The fact that the activity is so enjoyable can enable it to be used as a motivational aid to learn. Many teachers also report increased concentration and willingness to learn in the classroom following a Rebound session. 


“Rebound Therapy dot org” are responsible for the development and provision of certificated staff training courses for schools and centres throughout the UK.


The courses have received approved status from the Professional Development Board for Physical Education which is supported by afPE.


More information about Rebound Therapy and staff training courses can be found on their website: www.ReboundTherapy.org


Their email address is: info@ReboundTherapy.org and telephone no is 01342 870543


Applied Behavior Analysis

Jan 18, 2010 by Anonymous

Although I don't know enough about the Sonrise system, I do know that ABA, if done correctly is the most intensive system around and gets the job done in the shortest amount of time.  We used ABA on our own son starting at age 2yrs 4mths and got him into a mainstream school at six yrs. ABA taught him speech, reading, writing and age-appropriate behavior.
VInce D'Souza



Please comment on mainstream or other autism therapy topics.

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