| It was seen that started early, usually in the | | | | with autism. For example, TEACCH, a program |
| preschool years, these interventions are more | | | | developed in North Carolina comprehends different |
| effective. | | | | theories and techniques to develop an |
| Based on the principle of reinforcement, which | | | | individualized program for each person with autism. |
| says that behavior can be changed by rewarding | | | | This program focuses more on providing the child |
| desired behavior and removing reinforcement for | | | | with the skills needed to understand his or her |
| unwanted behavior, the applied behavior analysis is | | | | environment and communicate his or her needs, |
| designed to both correct behavior and teach skills | | | | and less on changing specific behaviors. |
| for dealing with specific situations. It was seen | | | | To teach children social skills there is an approach |
| that the person will repeat behaviors for which is | | | | that uses stories, in each story a person being |
| rewarded, and this principle is applied in many | | | | faced with a situation or an event. These stories |
| different ways like discrete trial training, errorless | | | | are adapted for each individual, they often contain |
| learning, incidental teaching, shaping and fading, and | | | | music and illustrations, and help the child develop |
| it is known that most treatment programs include | | | | an understanding of the appropriate or expected |
| a number of applied behavior analysis therapies. | | | | response to the situation. |
| In order to provide a comprehensive treatment | | | | An approach that helps the child with autism |
| program individualized to meet each child's specific | | | | progress on the natural developmental ladder is |
| needs, the behavioral therapists collaborate with | | | | the floor time. It is based on the theory that |
| parents, teachers, and community professionals. | | | | children cannot progress to advanced learning until |
| The main principle of education suggests that | | | | they have completed all the required steps of this |
| each person with autism has his or her own | | | | ladder; this theory says that children with autism |
| strengths, abilities, and functional level, so it is | | | | have not completed the ladder. |
| very important that education to be adapted, to | | | | There are also complementary therapies. These |
| meet everyone's personal requirements. | | | | therapies include art therapy, music therapy, |
| When it is possible, it is important that children | | | | animal therapy, and sensory integration therapy. |
| with disabilities to be educated together with | | | | For example, music therapy involving singing helps |
| children with no disabilities, because they will serve | | | | the child to develop speech and language skills, art |
| as models for appropriate language, social, and | | | | therapy offers the child a nonverbal way to |
| behavioral skills. | | | | express his or her feelings, and animal therapy |
| Some children with autism are educated in | | | | has the role to improve the child's motor skills |
| mainstream classrooms, others in special | | | | while increasing self-confidence. |
| education classes within mainstream public schools, | | | | Sensory integration tries to help the child |
| and others in specialized programs separate from | | | | reorganize and integrate his or her sensory |
| mainstream public schools. | | | | information, tries to make the child to better |
| There were made specific programs for persons | | | | understand the external world. |