Intervention

1. Modified picture based communication- we use a modified picture based communication to communicate the needs of young ASD children. Initially we started with statements requiring a “YES” or “NO” answer. After two weeks we progressed the words selection to 5 words, Mickey Mouse, lollipop, sticker, play, books. These identified the rewards for intervention. Over a 4 month period, the 4 y.o. child is now able to retrieve over 20 words.

2. Modified natural language- using a Leap Frog device (purchased at yard sale) to place letter puzzle pieces into a frame, the individual is able to work on letter recognition, sounds, colors and sequencing. We remove the letters for simple word formation (cat, tub and hat). Each letter is a different color and only fits into a predetermined area on the board. There are removable cards for word formation and sentence completion.

3. Understanding Facial Expressions- knowing this population struggles with recognition of faces and interpreting facial expressions as well as imitating skills during communication. Try using the Silly Faces by Colorform and Mr Potato Head to practice these skills. The Silly Faces can be placed on a mirror (proprioception and biofeedback techniques related to posture) and try configuring various expressions (happy, sad, surprised, etc) and the individual can improve self awareness and eye gaze tasks for social interactions. The silly faces pieces can be removed individually, and have the child practice reproducing the expression or missing piece. The Mr. Potato Head game can work on fine motor skills, top-down sequencing tasks, and also categorization.

4. Alternating Attention- ASD children often struggle with attention and alternating attention between tasks with regulating interference. One intervention tool we are beginning to use is first recognize this as a weakness in the child. We then create interference during their treatment session and see how they respond. For example, if the child is in the private treatment room, we ask a therapist that we know the child is comfortable around to simply knock on the door during our treatment and come in and sit down. We are looking to see if the child stays focused on his task, or how he acknowledges the presence of someone else. There are many ways to create interference, and it is individual specific how they react. Our goal is teach the child coping skills, or behavioral patterns to effectively filter the interference.