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