By Stephen R. Anderson, Ph.D.
Most children enter the world with natural abilities that form the foundation of healthy social and intellectual growth. Daily life experiences provide them with an active and engaging world that shapes their development.
For a child with autism, learning is not so simple. Autism is characterized by impairments in social interactions and communication as well as rigid and repetitive behaviors. Imitation, attention to things that matter, and a desire to interact with others are key elements that are often missing for children with autism. Without these foundational skills, they will not make the same progress as their neurotypical peers.
Neurotypical children observe their parents doing a task, like pouring juice into a cup, and want to do it themselves. They also point to objects and vocalize to pull others into a social interaction. Children with autism generally lack these inherent behaviors. In addition, they may have difficulty isolating what’s most important in a given context. For example, the child may learn to imitate common actions like waving or clapping yet fail to recognize the concept “watch and do the same thing I’m doing.” The ability to mimic behaviors is helpful, but learning the underlying concept opens the door to rapid and sustained development.
When foundational skills are not developing naturally, then they must be taught. Early intervention gives children with autism the specialized support they need to reach their potential. Effective programs start where the child is most comfortable, typically in the home, and create a learning environment that accounts for impairments in attention. Gradually, instruction becomes more systematic and structured.
Children with autism learn best in a structured environment with consistent routines. However, because they have difficulty applying skills across novel situations, instruction must incorporate a variety of settings, people, and objects. Furthermore, abundant opportunities for practice should be provided. A common mistake is to only practice an emerging skill a few times a week and assume it will be mastered.
While behavioral symptoms of autism tend to emerge at 15 to 18 months, many children do not get critical intervention until much later, if at all. Research indicates that skills-based behavioral early intervention can produce substantial gains in communication, socialization, and cognition. Critics of behavior therapy argue that the focus is on forcing children to “act normally.” However, this author asserts that learning developmentally appropriate skills leads to a better quality of life. This does not discount the need for a more accepting society that values individual differences.
Children with autism who receive early intervention are more likely to have better coping skills, succeed in school, and be employed in adulthood. If your child needs early intervention services, The Summit Center’s Early Autism Program can help. Visit www.TheSummitCenter.org for more information.
Dr. Anderson is a licensed psychologist and a board certified and licensed behavior analyst. He served as the Chief Executive Officer of The Summit Center for 28 years.
