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"If I had not listened to my gut feeling, my child would have slipped
right
through the cracks. I was told everything from ‘Give him time’ to ‘Boys
develop later than girls’ to ‘He’s just shy’. Getting a good,
professional
evaluation was the first time I finally felt like someone understood my
situation and my child. Now, 3 months into therapies, he is seeking us
out to play! What’s more is that I have learned so much and know what
to look for. This has changed my child’s future. I am sure of it!” |
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Intervention should begin as soon as the child is considered “at-risk”,
rather than deferring until a definitive diagnosis has been made. “Wait
and
see” can often lead to the passing of precious time.
Intensive intervention should be provided by qualified
therapists/teachers
in a systematic, planned, and developmentally appropriate program for at
least 25 hours per week throughout the year.
Individual goals and objectives should be monitored through frequent
data
collection to ensure program effectiveness and to measure the child’s
progress. Intervention strategies should be based on empirically
supported
models of treatment for autism spectrum disorder.
Including family training components should be considered critical in
teaching strategies for skill acquisition and behavior modification and
to
promote generalization across settings.
Modifications should be made to the child’s daily routine to incorporate
activity schedules, structure, and affect-based play to promote
appropriate
social interactions
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