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Promoting the Social and Cognitive Competence of Children with Autism: Interventions at School

Research paper by Mary Skokut, Suzanne Robinson, Daniel Openden, Shane R. Jimerson

Indexed on: 13 Jan '14Published on: 13 Jan '14Published in: Contemporary School Psychology



Abstract

Addressing the needs of children with autism in the school context is an essential component of facilitating the success of these students. This article provides an overview of scientifically based and promising interventions that may be used to promote the social and cognitive competence of children with autism, focusing on the research base of these particular strategies. Brief descriptions and outcome data are provided for: a) Discrete Trial Training (DTT), b) Pivotal Response Treatment (PRT), c) Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP), d) The Picture Exchange Communication System (PECS), e) Incidental teaching, and f) The Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). This article aims to bring science to practice through providing school psychologists and other educational professionals with a primer for selecting evidence-based approaches to address the needs of children with autism.