Approach to Early Intervention Services
What makes a good Early Intervention Program for children with Autism?
The Early Intervention Program at the Autism Association provide a high standard of service to children with Autism and their families. Our program is on the cutting edge of service delivery and reflects the most recent research on early childhood intervention. Outlined below is a brief review of the most recent research that discusses the key components required to provide effective early intervention program for children with Autism and their families. This research is consistent with the approaches of the Early Intervention Program.
A recent Australian report by Dr Jacqueline Roberts and Dr Margo Prior provides key insights to the management and treatment of young children with Autism and identifies 
the most effective models of best practice. These include:
- Individualised Support and Services
- Highly Structured and Supportive Learning Environment
- Autism Specific Curriculum Content
- Supported Transition between Settings
- Functional Approach to Behaviour Management
- Family Involvement
Roberts, J. M. A., & Prior, M. (2006). A review of the research to identify the most effective models of practice in early intervention of children with Autism spectrum disorders. Australian Government Department of Health and Ageing, Australia.
Available at: www.health.gov.au
Individualised Support and Services
One of the significant strengths of Early Intervention at the Autism Association is our individualised programs. Individualised programs are formulated following an initial assessment and observation, in collaboration with the child’s family. Support strategies and specific goals are created to suit the learning profile of the child. We work with families to advocate for their child and their individual needs across community and education sectors.
Highly Structured and Supportive Learning Environment
The core skills outlined above are taught in a highly supportive teaching environment across our early intervention centre. We work with families/teachers and the child to systematically generalise learnt skills to more complex, natural environments. Our program fosters predictability and routine to support the learning environment of all children with Autism. We work closely with parents to establish a supportive home environment. We assist parents to liaise with schools to create structured and predictable classrooms. Teacher training and support is provided by clinical and teaching staff of Early Intervention throughout the year.
Autism Specific Curriculum Content
When working with children with Autism and their families, clinicians and teaching staff are looking at skills over five basic skill domains; ability to attend to elements of the environment, ability to imitate others, ability to comprehend and use language, ability to play appropriately with toys, and ability to socially interact with others (Dawson & Osterling,1997).
Marcus. Garfinkle & Wolery (2001) suggest that effective programs utilise the following intervention strategies based on learning characteristics: clarifying meaningful information, organisation and scheduling, teaching across settings and people, active directed instruction, individualisation of teaching materials and curriculum, providing visual supports, teaching imitation at a developmentally appropriate level, using strengths and interests to help with weak areas of development. At Early Intervention we are always observing/ assessing and implementing programs to meet the individual learning needs of each child and family at Early Intervention. We use strategies that achieve the best outcomes when working with children with Autism.
Supported Transition between Settings
Transition to school is a time when children with Autism need a great deal of support. The clinical & teaching staff at the Autism Association have developed effective programs to actively support teaching staff to work with children with Autism in the classroom. We also work with parents to advocate for their child across school and community settings. All programs that are completed each term are sent to each child’s teacher so program objectives can be incorporated into Individual Education Plans. The Autism Association works closely with the Department of Education and Training's Centre for Inclusive Schooling, Catholic Education Office and the Association of Independent Schools of WA to facilitate successful transition to the school environment.
Functional Approach to Behaviour Management
The Early Intervention Program focuses on the prevention of problem behaviour by means of increasing the child’s interest and motivation, structuring the environment and increasing positive reinforcement for appropriate behaviour. Should the problem behaviour persist despite ecological management, the behaviour is analysed by the clinical team to determine what the function of the behaviour serves for the child. The environment is then adapted in specific ways to avoid triggers and reinforcers for the problem behaviour and appropriate behaviour is taught to give the child an alternative. All team members including the family are involved in problem solving strategies to meet the best outcomes for the child.
Family Involvement
Parents are a critical component in Early Intervention for children with Autism. Effective programs are sensitive to the stresses encountered by families of children with Autism and provide parent groups and other types of emotional support (Dawson & Osterling, 1997). Case Managers and the Program Manager provide ongoing support to the family. Intensive parent training is run throughout the year and parent support groups are run on a regular basis. Parents are welcome in the Early Intervention Centre and work in collaboration with their child’s Case Manager to help their child develop their skills. Parents should contact staff to organise an appointment.
