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In children younger than 3 years, interventions that are appropriate usually take place in a child care center or in the home.
Specific deficits in learning, language, imitation, attention, motivation, compliance, and initiative of interaction are targeted by these interventions. Included are behavioral methods, communication, occupational and physical therapy along with social play interventions.
The day will often begin with a physical activity like children string beads, piece puzzles together, paint, and participate in other motor skills activities: to help develop coordination and body awareness. Social interaction and models how to use language to ask for more juice are encouraged at snack time by teachers.
The children learn by doing. Behavioral therapists, students and parents who have received extensive training are working with the children. Positive reinforcement is used in teaching the children. Children older than 3 years usually have school-based, individualized, special education.
The child may be in a segregated class with other autistic children or in an integrated class with children without disabilities for at least part of the day.
Different localities may use differing practices but all should provide a structure that will aid the children with learning social skills and functional communication. Teachers often involve the parents, in these programs, giving useful advice in how to help their child use the skills or behaviors learned at school when they are at home.
In elementary school, the child should receive help in any skill area that is delayed and, at the same time, be encouraged to grow in his or her strengths. Ideally, the curriculum should be adapted to the individual child’s needs. Many schools today have an inclusion program in which the child is in a regular classroom for most of the day, with special instruction for a part of the day.
