Intervention Techniques for Kids With Autism

Autism is a developmental disorder covering a broad spectrum of mental proficiency. Some children diagnosed with autism are highly intelligent; others are mentally challenged. All seem to withdraw into themselves and not respond well to stimuli. According to James Ball, Ed.D, a board-certified behavior analyst in Cranbury, N.J., and author of the book "Early Intervention & Autism: Real-Life Questions Real-Life Answers," interventions in the classroom or at home for children diagnosed with autism can be skill- or behavior-based, developmental- or relationship-based, and physical-based.

Skill- or Behavior-based Interventions

• Children diagnosed with autism have a strong need for predictability. They need to know what to expect throughout the day. A schedule becomes one of the first interventions used by teachers and parents and offers children a chronological guide of what to expect throughout the day. For children of all ages who are among the most mentally challenged, the schedule can show pictures; examples include food for lunchtime, a swing for recess and a bus for the ride home. Older children who can read well may have written schedules. Changes in schedules need to be introduced ahead of time. Early release school days and the weekends should have their own schedules, with plenty of gentle discussion before they occur to give children time to prepare mentally and emotional to a deviation from that of a normal school day.

Developmental- or Relationship-based Interventions

• Autistic children may have difficulties with established social norms. Interventionists may try using social stories to teach more acceptable behaviors. For instance, if Johnny has proximity issues and invades the personal space of others, an interventionist may write out a story about Johnny never getting more than an arm's length from other people. She then reads the story to Johnny and helps him personalize it. Continuing this over time, Johnny hopefully will internalize the social norm of personal boundaries.

  Yelling at autistic children is seldom successful in changing or correcting social behaviors. Often, they have a hard time with loud noises. Conversely, autistic children often believe what is written down and are very literal minded, making social stories a powerful intervention technique.

Physical-based Interventions

• Autistic children do not do well with stimuli, and may have extreme sensory issues. Sometimes this condition manifests itself as a refusal to eat all but a few foods. Occupational therapists and other interventionists may use sensory integration therapy to help them learn to tolerate and accept things that feel or taste different to their palates. Food grouping sessions may help introduce edible items with differing textures. For instance, those who will only eat food with smooth textures, such as peanut butter, may be gradually introduced to other foods in a food grouping session.