Autism Intervention in the iEra

Special educators and parents alike have long been concerned about bridging the gap between readiness to learn and actual performance, which is crucial for social communication development. With the IDEA revisions of 2004, which federally mandated a Behavior Intervention Plan as part of each student's IEP, there is increasing interest in proactive intervention to foster self regulation. We must methodically document and facilitate social communication development for children with challenging behaviors, particularly Autism. Social skills development can be a slow, splintered and challenging process for young children with ASD. Service providers need to integrate social communication goals into treatment, for more developmentally appropriate, multi-sensory and functional “teachable moments”. Research shows that children with Autism tend to be “visual learners”. A unified, collaborative, methodical team approach re: iOS App integration can prove very beneficial. Children with Autism can greatly benefit from iPad® based lesson plans to facilitate self regulation and language development, involving “whole body” learning, emphasizing the visual modality. The use of an iPad spurns a “teachable moment” or string of them, rife with opportunities. Opportunities for children with Autism to more naturally and sequentially learn target vocabulary/concepts, while simultaneously engaging in the repeated practice of behaviors, especially desirable behaviors-- specific behaviors which promote Attention, Causality and Problem Solving. These are all part of the umbrella of Executive Function Skills, which many of these children have difficulty with. It results in the social communication challenges so often seen at home or in school, especially when faced with unfamiliar or undesirable tasks. Like any tool or toy, an understanding of developmental milestones and language development helps the special education service provider know which App to use when. “Social Skills Kits” are a developmental, playful, methodical and creative way to implement IEP goals targeting the “whole child”. It facilitates overall social- communication, graphomotor and fine motor, cognitive and executive functioning skills in a more sequential, consistent manner. When done right, the kits can seamlessly help the team move from assessment to treatment mode, allowing collaborative goal- planning, implementation and carryover. The kits are designed for decreased situation specific performance, i.e. splintered skill acquisition and increased accountability on the educator and the student's part. Play is truly the “work” of children, and its “workflow’ and schemas help children make sense of their environment and those in it. How? By providing structured and unstructured, novel and familiar and educational and entertaining opportunities. Opportunities to grow. To learn. To remember. To relate to others. Opportunities for replicating and reframing, and practicing and internalizing both the rules and roles of said environment. It is thus self evident that play needs to be the ultimate vehicle through which service providers/clinicians/parents/educators introduce children to their world; its realities, regulations and rewards.