Most Frequently Used Question & Answer Guide (With Explanation)

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Original Question

By far the most frequently used intervention methods with children on the autism spectrum are methods that apply the principles of ABA. According to a report of the National Autism Center (2015a), the most empirically validated forms of intervention for children with autism are those derived from ABA. The use of traditional direct elicitation approaches to language instruction that rely on elicited imitation, typical of ABA procedures, may be problematic, particularly in those children with ASD who rely on echolalic speech (i.e., the immediate or delayed exact repetition or “parroting” of another person’s speech). Although they may respond easily when the teacher models a cue such as “Say ‘cookie,'” generalizing the response to functional and meaningful spontaneous use of the word cookie is often extremely difficult. Techniques that may be more helpful include strategies that limit the use of imitative prompts and increase opportunities for initiated functional communication. Some of these were presented earlier in the discussion of strategies for children with severe disabilities. Children with autism often handle visual or graphic information more easily than auditory or verbal information. One successful approach to developing communication behaviors is the use of PECS, described earlier in this chapter. Communication intervention programs for young children with autism should be both structured and functional rather than one or the other. Historically, approaches have emp

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