By Lee Wilkinson from the examiner.com
The dramatic increase in the number of school-age children identified with autism spectrum disorders (ASD) has created an urgent need to design and implement positive behavioral supports in our schools’ classrooms. Only 3% of children with ASD are identified solely by non-school resources. All other children are identified by a combination of school and non-school resources (57%), or by school resources alone (40%). As a result, schools today face the challenge of providing appropriate services to a diverse and increasingly numerous student population diagnosed with ASD. Unfortunately, educators and service providers are often faced with confusing and conflicting information about the numerous treatments and interventions available for autism.
Although there is no "one size fits all" or single effective intervention, evidence-based strategies such as self-management have shown considerable promise in addressing the attention/concentration difficulties and poor behavioral regulation of students with ASD. According to the National Autism Center’s National Standards Report, Self-management is amongst the interventions or treatments identified in the category of “established” or effective treatments. These strategies involve teaching individuals with ASD to evaluate and record the occurrence/nonoccurrence of a target behavior and secure reinforcement. The objective is to be aware of and regulate their own behavior so they will require little or no assistance from adults.
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