<ul><li>Presented by </li></ul><ul><li>Jonathan Alderson, Ed.M. </li></ul><ul><li>Founder, Intensive Multi-Treatment Inter...
Agenda <ul><li>Current experience of most families </li></ul><ul><li>What’s on offer? Beliefs? </li></ul><ul><li>What isn’...
 
2 Million Hits Problem <ul><li>“ Something is different” </li></ul><ul><li>1-2 years of searching </li></ul><ul><li>“ On t...
Choices, Choices, Choices! <ul><ul><li>Play-therapies / Social (RDI, SRP, DIR) </li></ul></ul><ul><ul><li>Behavioral Thera...
Common Beliefs about Treatment (that inhibit multi-treatment design) <ul><li>Get on as  many lists  as you can early  </li...
Common Individual Treatment Perspectives (that inhibit multi-treatment design) <ul><li>We have the key, the secret, answer...
Common Parent Action (that  lead to  multi-treatment design) <ul><li>Pick 1 treatment =  indoctrination </li></ul><ul><li>...
New Perspective: Multi-Treatment
DSM-IV Criteria for Autism <ul><li>A) “A total of six (or more) items from (1), (2), and (3), with at least two from (1), ...
Spectrum of Autism: ASD <ul><li>“ severe / profound” </li></ul><ul><li>“ moderate”  </li></ul><ul><li>“ mild” </li></ul><u...
“No single intervention has been shown to deal effectively with problem behaviors for all children with autism.”  ( Educat...
“ First, no one approach will solve all the problems of developmentally disabled persons. Rather, the persons who try to h...
<ul><li>“ I am also a believer in an integrated treatment approach to autism” </li></ul><ul><li>-Temple Grandin </li></ul>
Multi-factorial “Multi-symptoms, Multi-causes,  and Multi-treatments” <ul><li>The “Autism Puzzle” </li></ul><ul><li>The un...
IMTI=Multi-Treatment <ul><li>My “In boxes” </li></ul><ul><li>1) Biomedical Treatment </li></ul><ul><li>2) Behavioral and C...
Principles for Multi-Treatment Design <ul><li>If: The diagnosis of autism is multi-factorial; The factors contributing to ...
Principles for Multi-Treatment Design <ul><li>2 )   Learning is a biological process therefore physical health must be a p...
“ Learning is a biological process” <ul><li>Sensorial input  </li></ul><ul><li>cognitive processing </li></ul><ul><li>nuer...
Principles for Multi-Treatment Design <ul><li>3)  While the development of children with autism does not follow neurotypic...
IMTI: 6 Phases General Progression of  IMTI Program Development Phases <ul><li>Phase 1: Free-play and Reinforcing Relation...
Principles for Multi-Treatment Design <ul><li>4)   Multi-Treatment does not mean ‘all at once.’ </li></ul>
Principles for Multi-Treatment Design <ul><li>5)   Don’t look to one treatment strategy or program for the entire length o...
Principles for Multi-Treatment Design <ul><li>6)   Each individual treatment and strategy should be chosen based on your s...
Principles for Multi-Treatment Design <ul><li>7)  Successful multi-treatment programs MUST have a ‘central command.’ </li>...
IMTI ™   Intensive Multi-Treatment Intervention ™ <ul><li>IMTI.ca </li></ul><ul><li>YouTube.com  </li></ul><ul><li>–  sear...
QUESTIONS <ul><li>AND ANSWERS </li></ul>?
 
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MFA-Alderson

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MFA-Alderson

  1. 1. <ul><li>Presented by </li></ul><ul><li>Jonathan Alderson, Ed.M. </li></ul><ul><li>Founder, Intensive Multi-Treatment Intervention ™ </li></ul>Navigating the Maze of Autism Treatment: The Principles of Multi-Treatment Design
  2. 2. Agenda <ul><li>Current experience of most families </li></ul><ul><li>What’s on offer? Beliefs? </li></ul><ul><li>What isn’t working? How to improve? </li></ul><ul><li>Multi-Treatment Model </li></ul><ul><ul><ul><li>Principles </li></ul></ul></ul><ul><ul><ul><li>Phases </li></ul></ul></ul><ul><ul><ul><li>Dos and Don’ts </li></ul></ul></ul>
  3. 4. 2 Million Hits Problem <ul><li>“ Something is different” </li></ul><ul><li>1-2 years of searching </li></ul><ul><li>“ On the spectrum somewhere” </li></ul><ul><li> ------?------------?---------?  </li></ul><ul><li>2 Million links! 1 Million choices! </li></ul>
  4. 5. Choices, Choices, Choices! <ul><ul><li>Play-therapies / Social (RDI, SRP, DIR) </li></ul></ul><ul><ul><li>Behavioral Therapies / ABA, VB, DT, EF </li></ul></ul><ul><ul><li>Mainstream / Inclusion School </li></ul></ul><ul><ul><li>Residential Facility / Camps / Home school </li></ul></ul><ul><ul><li>Drugs , Diets, Supplements </li></ul></ul><ul><ul><li>Separate Specialization (Occupational, music therapy, dance, horse ridding, guide dog, dolphins, massage, cranial, etc.) </li></ul></ul>
  5. 6. Common Beliefs about Treatment (that inhibit multi-treatment design) <ul><li>Get on as many lists as you can early </li></ul><ul><li>Behavioral Treatment ( ABA ) is the only scientifically-based/ proven option </li></ul><ul><li>Child needs to be in social groups </li></ul><ul><li>Do the CF/GF Diet – “my kid started to talk” / </li></ul><ul><li>Don’t do the special diet- “didn’t do anything for my kid” </li></ul>
  6. 7. Common Individual Treatment Perspectives (that inhibit multi-treatment design) <ul><li>We have the key, the secret, answers… </li></ul><ul><li>The other ones don’t work </li></ul><ul><li>They don’t really understand your child like we do </li></ul><ul><li>Their method will interfere with ours </li></ul><ul><li>Do our method fully or not at all </li></ul>
  7. 8. Common Parent Action (that lead to multi-treatment design) <ul><li>Pick 1 treatment = indoctrination </li></ul><ul><li>Pick 2 nd …3 rd …4 th … </li></ul><ul><li>Eventually… “Combo a la Parent” </li></ul><ul><li>Parents left to: </li></ul><ul><li>coordinate, negotiate/peace keep, lie, feel guilty, feel confused </li></ul>
  8. 9. New Perspective: Multi-Treatment
  9. 10. DSM-IV Criteria for Autism <ul><li>A) “A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3)” </li></ul><ul><li>(1) qualitative impairment in social interaction </li></ul><ul><li>(2)qualitative impairments in communication </li></ul><ul><li>(3) restricted repetitive and stereotyped patterns of behavior, interests, and activities </li></ul><ul><li>B) “Delays or abnormal functioning in at least one of…with onset prior to age 3 years” </li></ul><ul><li>(1) social interaction </li></ul><ul><li>(2) language as used in social communication, or </li></ul><ul><li>(3) symbolic or imaginative play </li></ul><ul><li>C) “The disturbance is not better accounted for by Rett’s or CDD” </li></ul>
  10. 11. Spectrum of Autism: ASD <ul><li>“ severe / profound” </li></ul><ul><li>“ moderate” </li></ul><ul><li>“ mild” </li></ul><ul><li>“ high functioning” </li></ul><ul><li>Asperger </li></ul>
  11. 12. “No single intervention has been shown to deal effectively with problem behaviors for all children with autism.” ( Educating Children with Autism , National Research Council Report, 2001; p.118)
  12. 13. “ First, no one approach will solve all the problems of developmentally disabled persons. Rather, the persons who try to help these individuals need to draw upon a variety of concepts and teaching techniques. The “teacher-therapist-parent” has to be flexible, innovative, and able to draw upon a variety of techniques and procedures. …keep in mind that, just as a physicist needs to know more than the laws of gravity to transport a person to the moon, you need to know more than the laws of operant behavior to move a person to more adequate functioning.” - The ME Book (p.3, 1981) Dr. Ivar Lovaas
  13. 14. <ul><li>“ I am also a believer in an integrated treatment approach to autism” </li></ul><ul><li>-Temple Grandin </li></ul>
  14. 15. Multi-factorial “Multi-symptoms, Multi-causes, and Multi-treatments” <ul><li>The “Autism Puzzle” </li></ul><ul><li>The underlying belief of the IMTI model is that the factors contributing to your child's behaviour, communication and learning challenges are multifaceted: therefore, treatment should be multi-faceted as well. </li></ul><ul><li>– Jonathan Alderson, Founder IMTI </li></ul>
  15. 16. IMTI=Multi-Treatment <ul><li>My “In boxes” </li></ul><ul><li>1) Biomedical Treatment </li></ul><ul><li>2) Behavioral and Cognitive Education </li></ul><ul><li>3) Family/ Therapist Environment/Attitudinal </li></ul>
  16. 17. Principles for Multi-Treatment Design <ul><li>If: The diagnosis of autism is multi-factorial; The factors contributing to autistic behavior, communication and learning challenges are also likely multifaceted. Therefore, treatment should be multi-faceted as well. </li></ul><ul><li>Then: 1) Develop and apply “ever-expanding” Functional Behavioral Analysis skills / protocol </li></ul><ul><li>-include biological, cognitive, emotional aspects </li></ul>
  17. 18. Principles for Multi-Treatment Design <ul><li>2 ) Learning is a biological process therefore physical health must be a priority before behavioral training and education. </li></ul><ul><li>“ Healthy to play,… ready to learn” </li></ul>
  18. 19. “ Learning is a biological process” <ul><li>Sensorial input </li></ul><ul><li>cognitive processing </li></ul><ul><li>nuerological pathway building (repetition) </li></ul><ul><li>Behavioural Output </li></ul>
  19. 20. Principles for Multi-Treatment Design <ul><li>3) While the development of children with autism does not follow neurotypical development, the order of development and age-appropriate steps should be considered. </li></ul><ul><li>How are your child’s learning objectives chosen? </li></ul><ul><li>“ Is your child being made to fit the program or is the program being made to fit your child?” </li></ul>
  20. 21. IMTI: 6 Phases General Progression of IMTI Program Development Phases <ul><li>Phase 1: Free-play and Reinforcing Relationship </li></ul><ul><li>Phase 2: Expand Activity Repertoire and Reciprocity </li></ul><ul><li>Phase 3: Structured Curriculum and Table Work </li></ul><ul><li>Phase 4: Introduction of Peers and “Play-dates” </li></ul><ul><li>Phase 5: Transition to Public Environments </li></ul><ul><li>Phase 6: Transition to School Setting </li></ul>
  21. 22. Principles for Multi-Treatment Design <ul><li>4) Multi-Treatment does not mean ‘all at once.’ </li></ul>
  22. 23. Principles for Multi-Treatment Design <ul><li>5) Don’t look to one treatment strategy or program for the entire length of your child’s development. </li></ul><ul><li>Each child’s needs change over time and with development. A multi-treatment program evolves as each new strength and challenge becomes apparent. Therefore, be open to the possibility that different (and sometimes opposing) approaches may be needed at various times. </li></ul>
  23. 24. Principles for Multi-Treatment Design <ul><li>6) Each individual treatment and strategy should be chosen based on your specific child’s needs and its “complementarity” to other parts of the whole treatment program and not just because it worked for another child. </li></ul><ul><li>Ask each service provider or product retailer these “W” questions: </li></ul><ul><li>What is this specifically for? Beware of cure-alls. </li></ul><ul><li>Who does it work best for? Who doesn’t it work as well for? </li></ul><ul><li>Which symptoms does it help and which doesn’t it address? </li></ul><ul><li>When should I include it, and when should I not include it? </li></ul><ul><li>How should I include it in the context of the rest of the multi-treatment ? </li></ul>
  24. 25. Principles for Multi-Treatment Design <ul><li>7) Successful multi-treatment programs MUST have a ‘central command.’ </li></ul><ul><li>including: </li></ul><ul><li>One single coordinator </li></ul><ul><li>Total buy-in from all therapists </li></ul><ul><li>Clear easy efficient systems of communication </li></ul><ul><li>Consistency and accountability </li></ul>
  25. 26. IMTI ™ Intensive Multi-Treatment Intervention ™ <ul><li>IMTI.ca </li></ul><ul><li>YouTube.com </li></ul><ul><li>– search “IMTI autism” </li></ul>
  26. 27. QUESTIONS <ul><li>AND ANSWERS </li></ul>?

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