The following are key components of a comprehensive educational program for students with ASD.
• An effective, comprehensive educational program should reflect an understanding and awareness of the challenges presented by autism.
• Parent-professional communication and collaboration are key components for making educational and treatment decisions.
• On-going training and education in autism are important for both parents and professionals. Professionals who are trained in specific methodology and techniques will be most effective in providing the appropriate services and in modifying curriculum based upon the unique needs of the individual child.
• Inclusion with typically developing peers is important for a child with ASD as peers provide the best models for language and social skills. However, inclusive education alone is insufficient, empirically-based intervention and training is also necessary to address specific skill deficits.
• Assessment and progress monitoring of a student with ASD should be completed at specified intervals by an interdisciplinary team of professionals who have a knowledge base and experience in autism.
• A comprehensive IEP should be based on the child’s unique pattern of strengths and weaknesses. Goals for a child with ASD commonly include the areas of communication, social behavior, adaptive skills, challenging behavior, and academic and functional skills. The IEP must address appropriate instructional and curricular modifications, together with related services such as counseling, occupational therapy, speech/language therapy, physical therapy and transportation needs. Transition goals must also be developed when the student reaches 16 years of age.
• Teaching social skills in the setting (classroom) in which they naturally occur is the most effective approach and helps the generalization of the skills to new environments.
• No single methodology is effective for all children with autism. Generally, it is best to integrate scientifically validated approaches according to a child’s needs and responses.
Lee A. Wilkinson, PhD, is a nationally certified and licensed school psychologist, and certified cognitive-behavioral therapist. He provides consultation services and best practice guidance to school systems, agencies, advocacy groups, and professionals on a wide variety of topics related to children and youth with autism. Dr. Wilkinson is author of the award-winning books, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools and Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT. He is also editor of a text in the APA School Psychology Book Series, Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools. His latest book is A Best Practice Guide to Assessment and Intervention for Autism Spectrum Disorder in Schools (2nd Edition).
© Lee A. Wilkinson, PhD