METHODS AND TECHNIQUES

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Techniques in therapy approaches to children with ASD and other developmental disorders

APPLIED BEHAVIOUR ANALYSIS - ABA
  • Behavior analysis is a scientifically validated approach to understanding behavior and how it is affected by the environment. In this context, “behavior" refers to actions and skills. "Environment" includes any influence – physical or social – that might change or be changed by one's behavior. On a practical level, the principles and methods of behavior analysis have helped many kinds of learners acquire many skills – from healthier lifestyles to the mastery of a new language. When a behavior is followed by a reward, the behavior is more likely to be repeated. Through decades of research, the field of behavior analysis has developed many techniques for increasing wanted behaviors and reducing those that may cause harm or interfere with learning. Applied behavior analysis (ABA) is the use of these techniques and principles to bring about meaningful and positive changes in behavior. We use the ABA HOME BASED PROGRAM - 25 to 40 hours per week carried out under BCBA-D supervision with instructions to parents for home use.
  • DTT is used to teach individual skills one by one with several repeated instructions and lessons
TOMATIS

The Tomatis method acts on the plasticity of neural circuits involved in decoding and sound analysis as well as those involved in psychomotor development, balance, coordination. The Tomatis method can help children develop compensation strategies for managing their learning disabilities and language disorders.

Tomatis will act at the same time on three ear functions to regulate auditory processing and allow children to increase their learning potential. After the completed listening cycles, we will notice improvements at different levels:
  • Better care, understanding of instructions and memory
  • Better focus, keeping track of attention, less attention and less fatigue
  • Better oral communication and greater interest in conversation
  • Greater involvement in everyday life
  • Better reading skills
  • Better confidence
DIR/FLOORTIME

Floor- time is an inthensive intervention program of intervention which is based on child's profile and it was designed by dr.. Stanley Greenspan. It differs from other types of early interventions which do not focus on basic problems or wide range of skills which children should acquire. Importance of Floor time is in an approach which is focused on unique traits of each child, including information processing, developmental level and dynamic relationship with parents which, all together, presents a child's profile. Floor time is based on following assumptions: • Emotions and relationships are the core of learning • Each child is different so it should be treated and encouraged in a individualized way • Every child is capable of development and progress • Parents and educators should have an important role in the proces of child's development • Parents, educators, therapists and whole family should be included in the comprehensive therapy program

TEACCH - (TREATMENT AND EDUCATION OF AUTISTIC AND RELATED COMMUNICATION HANDICAPPED CHILDREN)

The TEACCH features are based on drawings, pictures, photographs, visualization of reality which enables the child to anticipate and understand what follows and what is happening and evolves. The main determinants of TEACCH are the structure of space, time, materials and activities, and it includes: - classroom lessons (place for individual work, teaching, place for independent work, place for developing self-care skills, place for group work, place for a game, a place to rest). - classrooms for senior students (place for work activities, kitchen as a practical and a place to rest). The most important is the individualization (programs, task scheduling, space organization, leisure time), the functionality of acquiring knowledge (needs and circumstances in which the child lives), assisted communication (pictures, photographs, symbolic gestures, written labels, cards,

SOCIAL SKILLS TRAINING

Learning social skills is a psycho therapeutic technique aimed at helping people improve their social skills and thus become more socially competent. Social skills training is predominantly behavioral therapy but cognitive approach can also be used in some situations to enhance the performance of TSV. This psycho therapeutic approach can be applied individually or by training in groups of up to three children

PECS

PECS utilizes images to help develop early expressive communication skills and concentrates on communication that is motivating and important to the individual. PECS teaches people how to start spontaneous communication and is suitable for people of all ages and different learning difficulties. It can be used in all situations, and includes a clear 6-step program - it starts with applying individual images to communication, then learning to disclose different images and construct complex "sentences".

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