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The University of North Carolina TEACCH Autism Program creates and disseminates community-based services, training programs, and research for individuals of all ages and skill levels with autism spectrum disorder (ASD), to enhance the quality of life for them and their families across the lifespan. [1]
Pivotal response treatment is a naturalistic intervention model derived from the principles of applied behavior analysis.Rather than target individual behaviors one at a time, PRT targets pivotal areas of a child's development such as motivation, [3] responsiveness to multiple cues, [4] self-management, and social initiations. [5]
A 2007 meta-analysis of 55 studies of school-based social skills intervention found that they were minimally effective for children and adolescents with ASD, [74] and a 2007 review found that social skills training has minimal empirical support for children with Asperger syndrome or high-functioning autism.
Discrete trial training (DTT) is a process whereby an activity is divided into smaller distinct sub-tasks and each of these is repeated continuously until a person is proficient. The trainer rewards successful completion and uses errorless correction procedures if there is unsuccessful completion by the subject to condition them into mastering ...
The training protocol is based on the principles of applied behavior analysis. [3] The goal of PECS is spontaneous and functional communication. [3] The PECS teaching protocol is based on B. F. Skinner's book, Verbal Behavior, such that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication.
Teachers play a key role in the success of a student on the autism spectrum by helping them to understand directions, organize tasks and support their achievements. [23] One example is organizing and grouping materials together for activities in specific ways. [24] Teachers give autistic students extra time to answer when they ask them a question.
The American psychiatrists Sally J. Rogers and Geraldine Dawson began developing the Early Start Denver Model during the 1980s. [1] While working at the University of Colorado, in Denver, Rogers provided what was first called the "play school model" of intervention which was applied to children in preschool during their regular play activities. [2]
The Center for Autism and Related Disorders (CARD), [Fresno] - A specialized institution providing educational and therapeutic services to individuals with autism spectrum disorder. [ 2 ] Connecticut