Research Project:

1. Research Project: WHAT FORMS OF TREATMENT YIELD THE BEST RESULTS FOR CHILDREN DIAGNOSED WITH AUTISM Robert Olmos Psychology 492

2. Topic Proposal: Looking at how Autism has become an epidemic within the last twenty years, the call for treatment and so called “cures” has grown at an alarming rate. The treatments have ranged from certain diets to the breaking down simple tasks so that children with Autism can learn how to perform the tasks independently. Examples of treatment include a prescription of secretin, two methods TEACCH and DTT which breakdown tasks step by step until the child with Autism can independently apply these tasks with little to no prompting, maintaining children on a gluten free diet, and social/independent living skills training. While some families and service providers tend to choose one method over the other, my proposal will carefully look at each treatment and report on the findings. Topic Proposal

3. Commitment to Philosophy, Teacher Efficacy, and Burnout Among Teachers of Children with Autism. Teachers using one of two different treatment approaches to autism. Results indicate a significant difference in philosophical commitment between the groups, but no differences in teaching efficacy or burnout. The relationship between a commitment to one’s teaching approach and certain dimensions of teaching efficacy and burnout was found to be significant. Implications include the need for adequate training of teachers of students with Autism (Jenett,et, 2003). I agree with these findings because these two treatment methods require a substantial amount of training and understanding in order to properly deliver the services. There is often a substantial amount of pre-training that needs to occur before working the students with Autism but to save time and money the focus on pre-training is not a high priority. Benefits of the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) Programme as Compared with a Non-specific Approach. Two educational treatments were compared, TEACCH and the Integration Programme for individuals with disabilities. Results: The scores of the experimental group increased more than the control group scores. Statistically significant differences were obtained in both groups because of the differences in the two approaches (Panerai,et, 2002). I would agree with the results from this study because of the ability that the TEACCH program does in breaking down activities into smaller steps. A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders. This analysis examined the effectiveness of video modeling and video self- modeling interventions for children and adolescents with autism spectrum disorders (ASD). The results suggest that video modeling and VSM intervention strategies meet criteria for designation as an evidence-based practice (Bellini,et.,2007). I would say that I disagree with this method. I know that while working with children it is hard to have them focus on video unless there is color and action present. Evidence

4. Discrete Trial Training in the Treatment of Autism DTT is a method for individualizing and simplifying instruction to enhance children’s learning. First, the method must be combined with other interventions to enable children to initiate the use of their skills and display these stills across settings. Second, early in treatment, children with autism may require many hours of DTT per week, although controversy exists over precisely how much is appropriate. Third, to implement DTT effectively, teachers must have specialized training. Bearing witness to the success of DTT I would have to say that I agree with the method. Effects of a Model Treatment Approach on Adults with Autism The study evaluated the effectives of a residential program, based on the TEACHH model, in improving the quality of the treatment program and the adaptation of individuals with autism with severe disabilities. Based on exploratory analyses, the use of the TEACCH methods over time were related to a decrease in behavior difficulties. There was no difference in the acquisition of skills (Van Bourgondien, et.,2003). I would agree with this method as well because of the approach with the adults. What Potential Does the Applied Behavior Analysis Approach Have for the Treatment of Children and Youth with Autism? The assertion that applied behavior analysis is the most powerful approach in the treatment of autistic behaviors warrants examination (Schoen, 2003). This article begins to build upon the need for more research to be done on applied behavior analysis. Child Health Alert Looks at how the new treatment of giving students secretin does not appear to work. Of the 132 children who were given the injections the evidence was not large enough to justify that it was a successful treatment option. Interventions for Children and Youth with Autism This article discusses intervention and treatment options being used with the population of youth with autism spectrum disorder. The results show that choosing interventions and treatments that have the best chance of producing desired outcomes (Heflin, et. 1998). As one of the older articles in my research paper it is a good framework to use early findings. A New Social Communication Intervention for Children with Autism Psychosocial treatments are the mainstay of management of autism but there is a notable lack of systematic evidence base for their effectiveness. Results: All case studied met full Autism Diagnostic Interview criteria for classical autism. A Randomized Treatment Trial Design of this kind in autism is feasible and acceptable to patients. More Evidence

5. In conclusion there are several treatment options for parents and service providers to chose from but knowing which one is appropriate for the child is what will determine the positive long term effects. Conclusion

6. References Akullian, J, Bellini, S. “A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders.” Exceptional Children. Volume 73 No.3. pp264-287. Spring 2007. Aldred, C, Green, J, & Adams, C. “A New Social Communication Intervention for Children with Autism.” Journal of Child Psychology and Psychiatry. Volume 45 No. 8. pp1420-1430. December 2003. “Child Health Alert”. A survey of Current Developments Affecting Child Health Care. Volume 22. pp1-5. February 2004. Heflin, J & Simpson, R. “Interventions for Children Youth with Autism.” Focus on Autism and Other Developmental Disabilities. Volume 13 No. 4. pp194-211. Winter 1998. Howlin, P. “Outcome in Adult Life for More Able Individuals with Autism or Asperger Syndrome.” Autism. Volume 4 No. 1. pp63-88. 2000. Jennett, H, Harris, S, & Mesibov, G. “Commitment to Philosophy, Teacher Efficacy, and Burnout Among Teachers of Children with Autism.” Journal of Autism and Developmental Disorders. Volume 33 No. 6. December 2003. Panerai, S, Ferrante, L, & Zingale. “Benefits of the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH).” Journal of Intellectual Disability Research. Volume 46 Part 4. pp 318-327. May 2002. Reichile, N, Schopler, E, & Van Bourgondien, M. “Effects of a Model Treatment Approach on Adults with Autism.” Journal of Autism and Developmental Disorders. Volume 33 No. 2. pp134-140. April 2003. Schoen, Alexis. “What Potential Does the Applied Behavior Analysis Approach Have for the Treatment of Children and Youth with Autism.” Journal of Instructional Psychology. Volume 30 No.2. pp125-130. February 2003. Smith, Tristam. “Discrete Trial Training in the Treatment of Autism.” Focus on Autism and Other Developmental Disabilities. Volume 16 No. 2. pp86-92. Summer 2001. References

7. http://www.youtube.com/watch?v=khw52fuxYgg Video