{"id":760,"date":"2026-08-01T21:27:07","date_gmt":"2026-08-01T21:27:07","guid":{"rendered":"https:\/\/pafnplayground.chrisn.ca\/?p=760"},"modified":"2026-08-01T21:30:18","modified_gmt":"2026-08-01T21:30:18","slug":"tessop","status":"publish","type":"post","link":"https:\/\/pafnplayground.chrisn.ca\/?p=760","title":{"rendered":"Popular Autism Clinical Supports\u00a0"},"content":{"rendered":"\n<style data-wp-block-html=\"css\">\n* {\n  -webkit-box-sizing: border-box;\n  -moz-box-sizing: border-box;\n  box-sizing: border-box;\n}\n\n.container {\n  width: 100%;\n  padding: 25px 25px 0 25px;\n}\n\n\/* --- Theme Plum --- *\/\n\n.theme-plum.container {\n  background-color: #c4c5fb;\n  color: #ffffff;\n}\n\/* --------------- styles for tabs -----------------------*\/\n\n\/* Tabs Container *\/\n.tabs {\n  display: block;\n  color: #000000fc;\n  background: #aeb0ff;\n}\n\n.container.container.theme-plum {\n  padding: 25px;\n}\n\n.container.theme-plum > h2 {\n  color: #000000;\n}\n\n\/* Tabs Nav *\/\n.container.theme-plum > h2 {\n  margin-top: 0;\n  color: #000000;\n}\n\n.tabs-nav > ul {\n  margin: 0;\n  padding: 0;\n  list-style: none;\n  display: flex;\n  flex-wrap: wrap;\n}\n\n.tabs-nav > ul li {\n  padding: 1em;\n  flex-grow: 1;\n  font-weight: 500;\n  font-size: 1em;\n  cursor: pointer;\n  text-align: center;\n  transition: background-color 0.3s ease-in-out;\n}\n\n.tabs-nav > ul li.is-active {\n  background: #6856e8;\n  \n  color: #ffffff;\n  border-bottom-color: transparent;\n}\n\n.tabs-nav.nested > ul li {\n  background-color: #95cba1;\n  border-bottom-color: transparent;\n}\n\n\/* Tabs Content *\/\n.tabs-content > div {\n  display: none;\n  padding: 1.5em;\n  background: #6856e8;\n  transition: opacity 0.3s ease-in-out;\n}\n\n.tabs-content > div.is-active {\n  display: block;\n  color: #f8f8f8;\n  opacity: 1;\n}\n\n.container.theme-plum > .tabs {\n  padding: 0;\n}\n\n\/* Target the nested tabs' navigation list *\/\n.tabs .tabs .tabs-nav > ul {\n  color: rgb(0, 0, 0);\n}\n\n.tabs .tabs .tabs-nav > ul li {\n  color: #000000;\n  border: 1px solid rgba(214, 214, 214, 0.501);\n  margin-top: -1px;\n}\n\n\/* Target the nested tabs' active navigation item *\/\n.tabs .tabs .tabs-nav > ul li.is-active {\n  background-color: #56ac69;\n  color: #f8f8f8;\n}\n\n\/* Target the nested tabs' active content item *\/\n.tabs .tabs .tabs-content > div.is-active {\n  display: block;\n  background-color: #56ac69;\n  border-style: solid;\n  border-width: 10px;\n  border-color: #95cba1;\n}\n\n.container.theme-plum > h2 {\n  justify-content: center;\n}\n\n.voc_header {\n  margin-top: 2rem !important;\n  color: #000000;\n}\n.voc {\n  display: flex;\n  flex-wrap: wrap;\n  justify-content: center;\n  color: #000000;\n}\n\n.section {\n  width: 50%;\n  padding: 20px;\n  text-align: center;\n}\n\n.section .prompt {\n  display: flex;\n  justify-content: center;\n  align-items: center;\n}\n\n.container.container.theme-plum > h2 {\n  text-align: center;\n}\n\n.myButton {\n\tbackground-color:#56ac69;\n\tborder:1px solid #95cba1;\n\tdisplay:inline-block;\n\tcursor:pointer;\n\tcolor:#000000;\n\tfont-size:15px;\n\tfont-weight:bold;\n\tpadding:9px 23px;\n\ttext-decoration:none;\n\ttext-shadow:0px -1px 0px #2f6627;\n}\n.myButton.black {\n\tbackground-color:#56ac69;\n\tborder:1px solid #95cba1;\n\tdisplay:inline-block;\n\tcursor:pointer;\n\tcolor:black;\n\tfont-size:15px;\n\tfont-weight:bold;\n\tpadding:9px 23px;\n\ttext-decoration:none;\n\ttext-shadow:0px -1px 0px #2f6627;\n}\n.myButton:hover {\n\tbackground-color:#80bf60;\n}\n.myButton:active {\n\tposition:relative;\n\ttop:1px;\n}\n\n@media (max-width: 768px) {\n  .tabs-nav > ul li {\n    padding: 0.75em;\n    flex-grow: 0;\n    width: 100%;\n    border-bottom: none;\n  }\n}\n\na {\n  text-decoration: underline;  \n}\n<\/style>\n\n<head>\n    <link rel=\"stylesheet\" href=\"tessop-2.css\">\n<\/head>\n    \n<script src=\"https:\/\/code.jquery.com\/jquery-3.6.0.min.js\"><\/script>\n\n\n<script type=\"text\/javascript\">\n    $( document ).ready(function() {\n        if ($('#MainBodyHeader_T7D106248057_Col00 .notification-column-1').length < 1)\n        $('#MainBodyHeader_T7D106248057_Col00').hide();\n    });\n<\/script> \n\n\n<script type=\"text\/javascript\">\n \n$(function() {\n        $('#text-uppercase color-aide-slate pt-2 h6 link-show-more').css({'position': 'absolute', 'top': '0', 'right': '0', 'bottom': '0', 'left': '0', 'width': '100%', 'height': '100%'});\n    });\n<\/script>\n\n<script type=\"text\/javascript\">\n    $(document).ready(function (){\n        $(\".tabs-nav ul li\").click(function () {\n    var currentTabIndex = $(this).index();\n    var tabsContainer = $(this).closest(\".tabs\");\n    var tabsNav = $(tabsContainer)\n    .children(\".tabs-nav\")\n    .children(\"ul\")\n    .children(\"li\");\n    var tabsContent = $(tabsContainer)\n    .children(\".tabs-content\")\n    .children(\"div\");\n\n    $(tabsNav).removeClass(\"is-active\");\n    $(this).addClass(\"is-active\");\n\n    $(tabsContent).removeClass(\"is-active\");\n    $(tabsContent).eq(currentTabIndex).addClass(\"is-active\");\n        });});\n<\/script>\n\n\n<div class=\"sfContentBlock sf-Long-text\">\n  <h1>Popular Autism Clinical Supports&nbsp;<\/h1>\n  <h1>AIDE Canada<\/h1><p>&nbsp;<\/p>\n  <div>\n    <h3>Introduction&nbsp;<\/h3>\n  <\/div>\n  <div>\u201cHow can I best support my child now that they have a diagnosis of\n      autism?\u201d If you are a parent asking yourself this question, you are\n      not alone. It can be overwhelming to sort through the different options\n      and to know which one is most likely to help your child develop the\n      communication and life skills needed to grow toward independence. There\n      are many options, and opinions, on how best to support autistic children.\n      There is no single answer. It is best for parents to do their research and\n      make decisions on what is best for their child. It can be helpful to reach\n      out to other parents and to Autistic people who received the kind of\n      therapy you are considering so you can learn about their lived experience\n      and perspectives as you make decisions about your child\u2019s care.\n      <p>&nbsp;<\/p>\n    <\/div>\n    <div>\n      <h3>About this toolkit&nbsp;<\/h3>\n    <\/div>\n    <div>In this toolkit, we have selected the most widely used clinical support\n      approaches and begin by describing what the intervention is, the\n      theoretical approach behind it, and what occurs during a typical\n      session.&nbsp;\n    <\/div>\n    <div>&nbsp;<\/div>\n    <div>In an effort to give families a more complete understanding of the\n      different viewpoints around a particular program of intervention, we have\n      chosen two distinct groups of Autistic people to answer a question about\n      the long-term outcomes and effects of that type of intervention. These are\n      Autistic clinical support providers from each modality, as well as a group\n      of Autistic self-advocates These responses will be presented side-by-side\n      for each class of interventions.&nbsp;\n    <\/div>\n    <div>&nbsp;<\/div>\n    <div>Our mandate is to provide evidence-informed resources to autistic\n      individuals, individuals with intellectual disabilities, and their\n      families. We also value the input of adult Autistics who share their lived\n      experience of participating in treatments. Our goal is to provide\n      trustworthy information to help our community make their own informed\n      decisions. AIDE Canada does not advocate for or against any particular\n      clinical support.&nbsp;\n    <\/div>\n    <div>&nbsp;<\/div>\n    <div>We are also ending the toolkit with reflection questions that were drafted\n      by autistic adults to highlight things that families can consider when\n      making the decision about what approach is best for their child.\n      <p>&nbsp;<\/p>\n    <\/div>\n    <div>\n      <h3>Different approaches to supporting individuals&nbsp;<\/h3>\n    <\/div>\n    <div>Autistic individuals may have difficulty in certain settings. For\n      instance, one person may have difficulty interacting socially with others,\n      while another may have behaviours that become safety concerns, such as\n      \u2018bolting\u2019 or running away when they are overwhelmed. Multiple\n      types of clinical supports and therapeutic approaches have been developed\n      over the years. We have chosen to split clinical supports into three broad\n      categories:&nbsp;\n    <\/div>\n    <div>&nbsp;<\/div>\n    <div>\n      <ul><li>Neurodevelopmental Supports<\/li><li>Naturalistic Developmental Behaviour Interventions (NDBI) and\n          Caregiver Mediated Supports\n        <\/li>\n        <li>Behavioural supports<\/li>\n      <\/ul>\n      &nbsp;\n <\/div>\n <div>It is important to note that some of the goals and\/or methods behind a\n      particular approach may be the same. For instance, improving communication\n      skills is a goal common to multiple categories and\/or forms of clinical\n      supports. If you spoke to speech and language pathologists (SLP), Early\n      Start Denver Model (ESDM) specialists, and\/or Relationship Development\n      Intervention (RDI) practitioners they may all say that they target the\n      development of communication skills. An occupational therapist and a Board\n      Certified Behavioural Analyst (BCBA) may both say that their approach\n      improves the acquisition, retention, and development of specific skills,\n      but they may use different activities during a session in order to get\n      there. What may be different is HOW the approach seeks to develop that\n      skill. However, that is not always the case, for instance, an occupational\n      therapist and a BCBA using a positive behaviour support approach may both\n      do a functional assessment, which means looking at the purpose behind a\n      behaviour.&nbsp;\n    <\/div>\n    <div>&nbsp;<\/div>\n\n    <div>AIDE Canada has included the information that practitioners of a\n      particular approach use to describe what their goals and methods are\n      \u2013 we do not assess whether one approach does this better than\n      another. However, we have included links to resources for how you can\n      evaluate the evidence of an intervention yourself in the last column of\n      each table below.\n      <p>&nbsp;<\/p>\n    <\/div>\n    <div>\n      <h3>Modalities of popular clinical supports&nbsp;<\/h3>\n    <\/div>\n    <div>\n      <p>Some of the clinical supports discussed in this toolkit are designed to\n        be provided one-on-one, while others can be adapted for individual or\n        group settings. The advantages of individualized support include a more\n        tailored approach to your child\u2019s specific needs. The advantages\n        of group settings include social learning with peers and (usually) lower\n        costs as the specialist\u2019s rates are split between the group.&nbsp;\n      <\/p>\n      <p>&nbsp;<\/p>\n    <\/div>\n    <div>\n      <p>A common modality of clinical support is Applied Behaviour Analysis\n        (ABA), which uses the science of behaviour to address behaviours deemed\n        \u2018problematic\u2019 and\/or to teach new skills and behaviours. New\n        skills may include developing functional skills, social skills, and play\n        skills. Problematic behaviours may include behaviours such as\n        aggression, \u2018bolting\u2019\/running away, or screaming. There has\n        been debate within the autism community about who gets to decide whether\n        a behaviour qualifies as \u2018problematic\u2019 and if the skills\n        being taught are in the child\u2019s best interest. Such discussions\n        are beyond the scope of AIDE Canada\u2019s mandate but will be touched\n        upon by our Autistic practitioners and Autistic self-advocates with\n        lived experience of a clinical support in that portion of this resource.\n      <\/p>\n      <p>&nbsp;<\/p>\n    <\/div>\n    <div>\n      <p>Another modality of clinical support is focused on the intensity of one\n        or more approaches. Some forms of clinical support recommend a certain\n        number of hours per week be devoted to that specific support, while\n        others have multiple clinical supports come together as a program of\n        development. When a child has high support needs, specialists may\n        recommend that they take part in Intensive Behavioural Intervention\n        (IBI), which uses principles of ABA. IBI is individualized for the child\n        and goals will be adjusted depending on the changing needs of the child\n        as they develop. Depending on the model of IBI, this may mean 10 \u2013\n        20 or more hours per week being spent with one or more clinical support\n        professionals as part of an overall program of clinical support.&nbsp;\n      <\/p>\n      <p>&nbsp;<\/p>\n    <\/div>\n    <div>\n      <div>\n        <p>One question to be sure to ask when you meet with a specialist is who\n          will be working with your child directly. In some cases, a specialist\n          with advanced training and degrees will both design your child\u2019s\n          program and work with them weekly, while in other cases the specialist\n          will design the program but a practitioner with less education and\n          training will administer the weekly sessions.\n        <\/p>\n        <p>&nbsp;<\/p>\n      <\/div>\n\n      <div>\n        <h3>Overview of popular clinical supports&nbsp;<\/h3>\n      <\/div>\n      <div>\n        <h4>Neurodevelopmental supports:&nbsp;<\/h4>\n      <\/div>\n    <\/div>\n    <div>Neurodevelopmental supports are clinical approaches to improving the\n      acquisition, retention, or application of specific skills or sets of\n      information. These supports may focus on developing attention, memory,\n      prioritizing, sequencing, perception, language, problem-solving, sensory\n      processing, or social interaction skills. Up to 90% of all Autistic people\n      will have differences in the way they process sensory or motor\n      information. Comprehensive motor and sensory assessments can help narrow\n      down why a child is engaging in behaviours that are safety issues (e.g.,\n      bolting, climbing, etc.), and then can help inform the specific mode of\n      clinical support that may be most helpful for your child.\n      <p>&nbsp;<\/p>\n    <\/div>\n\n    <!-- TABLE 1 -->\n    <div class=\"container theme-plum\">\n      <h2>Neurodevelopmental Supports<\/h2>\n      <div class=\"tabs\">\n        <div class=\"tabs-nav\">\n          <ul>\n            <li class=\"is-active\">Occupational Therapy (OT)<\/li>\n            <li class=\"\">Sensory Integration Therapy (subtype of Occupational Therapy)<\/li>\n            <li class=\"\">Speech and Language Pathology (SLP)<\/li>\n          <\/ul>\n        <\/div>\n        <div class=\"tabs-content\">\n          <div class=\"is-active\"><!-- Set of nested tabs -->\n            <div class=\"tabs\">\n              <div class=\"tabs-nav nested\">\n                <ul>\n                  <li class=\"\">Theoretical approach as described by a practitioner of the intervention<\/li>\n                  <li class=\"is-active\">What might a typical session look like?<\/li>\n                  <li>Typical setting for session<\/li>\n                  <li>Typical number of hours per week<\/li>\n                  <li>Length of typical session<\/li>\n                  <li>Practitioner requirements<\/li>\n                  <li>Tips for doing your own research<\/li>\n                <\/ul>\n              <\/div>\n              <div class=\"tabs-content\">\n                <div class=\"\">\n                  <p>OT is a type of clinical support that seeks to assess and\n                      build skills in areas related to everyday functioning. For\n                      OTs that specialize in autism, this can include identifying\n                      difficulties with self-care, oral\/fine\/gross motor skills,\n                      sensory processing differences, and emotional\n                      self-regulation. OTs provide developmentally-appropriate\n                      goals and create intervention plans that break down skills\n                      into manageable steps. OTs also provide recommendations for\n                      modifications and accommodations in school, at home, or in\n                      the workplace. For children that are taking longer to pick\n                      up certain life skills, an OT can help them by teaching them\n                      in a manner that is tailored to their unique learning style.\n                  <\/p>\n                <\/div>\n                <div class=\"is-active\">\n                    <p>Depending on the needs of the individual, OTs provide\n                      activities and suggest accommodations that help to promote\n                      independence. For instance, an OT may work to develop fine\n                      motor skills (e.g. buttons or zippers), improve gross motor\n                      skills (e.g. using balance beams), expand food repertoire\n                      (e.g. try preferred foods in a new way), or develop\n                      self-care strategies that minimize sensory discomfort (e.g.\n                      brushing their teeth or showering).\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>May be done in medical facilities, community clinics,\n                      school, long term care facilities, private offices, or at\n                      the family\u2019s home. School boards may provide an occupational\n                      therapist for consultation, or even to do a full assessment.\n                      Involvement varies board to board.\n                    <\/p>\n                <\/div>\n                <div>\n                  <p>Usually once per week but may be more frequent for\n                      individuals with higher support needs.\n                  <\/p>\n                <\/div>\n                <div>\n                    <p>Individual: 0.5 -1 hour typically<\/p>\n                    <p>Group: 1.5-2 hours<\/p>\n                <\/div>\n                <div>\n                    <p>OTs must have at least a master\u2019s degree in Occupational\n                      Therapy, supervised field experience, pass a certificate\n                      exam, and be a member of their province\u2019s OT council. OTs\n                      that work with autistic people may have additional training\n                      on sensory processing differences. Parents should expect\n                      this additional qualification if they are seeking a sensory\n                      assessment.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                      <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                    <\/p>\n                    <p>Use these terms when researching on Google Scholar:<\/p>\n                    <p>\u201cOccupational Therapy\u201d, \u201cOT\u201d, \u201cautism\u201d, \u201coutcomes\u201d,\n                      \u201cintervention\u201d, \u201chyper-sensitivity\u201d, \u201chypo-sensitivity\u201d,\n                      \u201csensory seeking\u201d, \u201crandomized\u201d, \u201cmeta-analysis\u201d, \u201ceffects\u201d,\n                      \u201creview\u201d\n                    <\/p>\n                <\/div>\n              <\/div>\n            <\/div><!-- End nested tabs -->\n          <\/div>\n        <div class=\"\"><!-- Set of nested tabs -->\n      <div class=\"tabs\">\n        <div class=\"tabs-nav nested\">\n          <ul>\n            <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention<\/li>\n                  <li>What might a typical session look like?<\/li>\n                  <li>Typical setting for session<\/li>\n                  <li>Typical number of hours per week<\/li>\n                  <li>Length of typical session<\/li>\n                  <li>Practitioner requirements<\/li>\n                  <li>Tips for doing your own research<\/li>\n          <\/ul>\n        <\/div>\n        <div class=\"tabs-content\">\n          <div class=\"is-active\">\n            <p>Designed for children with sensory processing differences,\n                especially those that have too much or too little\n                stimulation through their senses. The OT will expose a child\n                to sensory stimulation through repetitive activities and\n                will use different techniques to help children feel more\n                comfortable. The OT gradually makes the activities more\n                challenging and complex.\n              <\/p>\n            <\/div>\n            <div>\n              <p>OTs will first observe the child and speak with caregivers\n                before deciding which sensory processing differences to\n                focus on during future sessions. They will provide sensory\n                experiences to help the child\u2019s nervous system respond to\n                different sensations and movement. An OT may also recommend\n                specific sensory equipment or tools to help the child.\n              <\/p>\n            <\/div>\n            <div>\n              <p>Treatment will often take place in a \u201csensory gym\u201d that is\n                equipped with objects that help provide sensory experiences\n                (e.g. swings). The OT will also provide a \u201csensory diet\u201d\n                with specific activities to do at home to provide their\n                child with helpful sensory experiences between sessions.\n              <\/p>\n            <\/div>\n            <div>\n              <p>Usually once or twice per week with additional daily\n                activities to do at home.\n              <\/p>\n            <\/div>\n            <div>\n              <p>0.5-1 hour is typical.<\/p>\n            <\/div>\n            <div>\n              <p>Occupational Therapists with additional training in sensory\n                processing differences (e.g. graduate school, professional\n                seminars, mentorship, etc.)\n              <\/p>\n            <\/div>\n            <div>\n              <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n              <\/p>\n              <p>Use these terms when researching on Google Scholar:<\/p>\n              <p>\u201cSensory Integration Therapy\u201d, \u201cOccupational Therapy\u201d, \u201cOT\u201d,\n                \u201cautism\u201d, \u201coutcomes\u201d, \u201cintervention\u201d, \u201csensory overload\u201d,\n                \u201csensory processing\u201d, \u201csensory processing differences\u201d,\n                \u201cgains\u201d, \u201chyper-sensitivity\u201d, \u201chypo-sensitivity\u201d, \u201csensory\n                seeking\u201d\n              <\/p>\n            <\/div>\n          <\/div>\n        <\/div>\n        <!-- End nested tabs -->\n      <\/div>\n      <div class=\"\"><!-- Set of nested tabs -->\n        <div class=\"tabs\">\n          <div class=\"tabs-nav nested\">\n            <ul>\n              <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n              <li class=\"\">What might a typical session look like?<\/li>\n              <li class=\"\">Typical setting for session<\/li>\n              <li>Typical number of hours per week<\/li>\n              <li>Length of typical session<\/li>\n              <li>Practitioner requirements<\/li>\n              <li>Tips for doing your own research<\/li>\n            <\/ul>\n          <\/div>\n          <div class=\"tabs-content\">\n            <div class=\"is-active\">\n              <p>SLP (Speech and Language Pathology) is a type of clinical\n                    support that focuses on improving verbal, nonverbal, and\n                    written communication skills. For SLPs that focus on\n                    autistic individuals, this can include teaching the use of\n                    augmentative and alternative communication (AAC) technology,\n                    oral expression and comprehension, social communication\n                    skills, improving verbal articulation, and treatments for\n                    swallowing or feeding disorders.\n              <\/p>\n            <\/div>\n            <div class=\"\">\n              <p>Depending on the needs of the individual, an SLP may provide\n                  language intervention activities (e.g. playing and talking,\n                  using pictures and books, and model correct grammar and\n                  vocabulary), articulation therapy (e.g. show the child how\n                  to move the tongue to make certain sounds), and\n                  oral-motor\/feeding and swallowing therapy (e.g. use tongue,\n                  lip, and jaw exercises to strengthen the muscles in the\n                  mouth). An SLP may also break down nonverbal communication\n                  skills into steps to develop confidence in interpreting\n                  facial expressions, body language, gestures, etc.\n                <\/p><\/div><div class=\"\"><p>May be done in medical facilities, community clinics,\n                  school, long term care facilities, or private offices.\n                <\/p><\/div><div><p>Usually once per week but may be more frequent for\n                  individuals with higher support needs.\n                <\/p><\/div><div><p>45 minutes of direct contact typically, with an additional\n                  15 minutes for preparing and\/or documenting a session.\n                <\/p><\/div><div><p>SLPs must have at least a master\u2019s degree in speech-language\n                  pathology, complete supervised clinical practicum, and be\n                  registered with the regulatory body in their province. Those\n                  that specialize in developmental disabilities may have\n                  additional training.\n              <\/p>\n            <\/div>\n            <div>\n              <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n              <\/p>\n              <p>Use these terms when researching on Google Scholar:<\/p>\n              <p>\u201cspeech and language pathology\u201d, \u201cSLP\u201d, \u201cCommunication\u201d,\n                \u201caugmented and alternative communication\u201d, \u201cAAC\u201d,\n                \u201cminimally-speaking\u201d, \u201cnonverbal\u201d, \u201cminimally verbal\u201d,\n                \u201coutcomes\u201d, \u201cgains\u201d, \u201cintervention\u201d\n              <\/p>\n            <\/div>\n          <\/div>\n        <\/div><!-- End nested tabs -->\n      <\/div>\n    <\/div>\n  <\/div>\n  <h2 class=\"voc_header\">Voice of the Community<\/h2>\n  <div class=\"voc\">\n    <div class=\"section\">\n      <h3>Autistic Clinical Support Provider<\/h3>\n      <div class=\"prompt\">\n        <p>Have you provided clinical support? If you would like to share your perspective on the long term impact of this clinical approach, please click below.<\/p>\n      <\/div>\n      <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=hSb2nA8kdU2MSncK8umFlC4a-ENOYiZGh5I4Rp2RfXpUQ1JMTVE3NFE1T0w0MzQyTjQ4RVJHN1g5MC4u\" target=\"\u201d_blank\u201d\" class=\"myButton\">\n        Share Perspective\n      <\/a>\n    <\/div>\n    <div class=\"section\">\n      <h3>Autistic Self-advocate<\/h3>\n      <h4>Daniel Share-Strom, Autistic advocate, writer, speaker, and social worker<\/h4>\n      <p>As an Autistic child who was heavily impacted in terms of Sensory Integration Dysfunction, OT was massive in terms of helping me with everyday tasks. The idea of stepping from the sidewalk to the pavement felt equivalent to jumping off a building to me, and I had difficulty with everything from swimming to riding a bike due to my bodily systems not communicating properly. When my OT was done with me, I wasn\u2019t just doing those things, but swinging across the room, upside down, on a hot dog swing. Pretty impressive, right? It also helped me understand my limitations, which set me on the path to finding alternatives that could help me be successful in the future. For example, even with extensive work with my OT, my fine motor skills continued to be a challenge, making my writing nearly illegible. Seeing that this couldn\u2019t be helped allowed us to explore alternatives, such as learning to type, which aided tremendously in school and in life.\n      <\/p>\n      <p>While Occupational Therapy should not be used to force people to \u2018conform\u2019 in ways they\u2019re uncomfortable with, it\u2019s a great tool to help any Autistic person achieve their long-term goals in life. I\u2019m a TV writer and social worker now\u2014occupations which would have been difficult to impossible without the help of OT. \n      <\/p>\n    <\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n\n<!-- END TABLE 1 -->\n\n\n\n<div>\n    <div>\n        <h4>Naturalistic Developmental Behaviour Interventions (NDBI) and\n          Caregiver Mediated Supports:&nbsp;\n        <\/h4>\n    <\/div>\n    <div>Naturalistic Developmental Behaviour Interventions (NDBI) and Caregiver\n        Mediated Supports are primarily focused on training the adults in a\n        child\u2019s life in how they can encourage and support the\n        child\u2019s development of communication, self-regulation, sensory\n        integration, and social interaction skills. These programs are primarily\n        geared toward supporting caregivers of toddlers and young children. Some\n        of these supports include an option for a caregiver to receive training\n        directly, which can be helpful for families that are on the waitlist for\n        services and want to get started on supporting their child\u2019s\n        development now. We have indicated the clinical supports that offer\n        parent training in the final column of the tables below.&nbsp;\n        <p>&nbsp;<\/p>\n    <\/div>\n    \n    <!-- TABLE 2 -->\n    <div class=\"container theme-plum\">\n        <h2>Types of Naturalistic Developmental Behaviour Interventions (NDBI)<\/h2>\n        <div class=\"tabs\">\n            <div class=\"tabs-nav\">\n                <ul>\n                    <li class=\"is-active\">Early Start Denver Model (ESDM)<\/li>\n                    <li>Social ABCs<\/li>\n                    <li>Joint Attention, Symbolic Play, Engagement and Regulation (JASPER)<\/li>\n                    <li>Pivotal Response Training (PRT)<\/li>\n                    <li>Project Improving Parents as Communication Teachers (Project ImPACT) <\/li>\n                <\/ul>\n            <\/div>\n            <div class=\"tabs-content\">\n                <div class=\"is-active\"><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention<\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li>\n                                <li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>ABA-based intervention focused on the individualization of\n                                the therapy plan and the importance of parent and family\n                                relationships. Designed for use with 18-48-month-old\n                                children.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>The focus is on active experiential learning, early\n                                interaction, and social motivation.\n                                <\/p>\n                                <p>During sessions, the child participates in play and joint\n                                activities to encourage communication and social\n                                interaction. Sessions include activities that the child is\n                                specifically interested in. Eventually these \u2018fun\u2019\n                                activities are combined with ordinary activities such as\n                                bathing in order to make them more engaging for the child.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Can be done in a variety of settings such as clinics,\n                                schools, or at home.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>12 \u2013 15 hours is typical<\/p>\n                            <\/div>\n                            <div>\n                                <p>1 hour is typical.<\/p>\n                            <\/div>\n                            <div>\n                                <p>Administered typically by a trained therapist with\n                                collaboration of caregivers\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                                <\/p>\n                                <p>Use these terms when researching on Google Scholar:<\/p>\n                                <p>\u201cESDM\u201d, \u201cEarly Start Denver Model\u201d, \u201cautism\u201d, \u201coutcomes\u201d,\n                                \u201cintervention\u201d, \u201crandomized\u201d, \u201cmeta-analysis\u201d, \u201ceffects\u201d,\n                                \u201creview\u201d\n                                <\/p>\n                            <\/div>\n                        <\/div>\n                    <\/div><!-- End nested tabs -->\n                <\/div>\n                <div><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li>\n                                <li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>Caregiver-mediated early intervention program designed for\n                                toddlers (12-36 months) showing social-communication\n                                challenges. Caregivers are trained to learn intervention\n                                strategies using play-based activities and daily routines\n                                that are motivating for the child.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>The Social ABC\u2019s primarily targets:<\/p>\n                                <ol>\n                                    <li>Fostering vocal social communication that is\n                                    intentional, directed, and functional<\/li>\n                                    <li>Encouraging positive emotion sharing between toddler and\n                                    caregiver<\/li>\n                                <\/ol>\n                            <\/div>\n                            <div>\n                                <p>Standard Social ABC\u2019s: 12 weeks of 1:1 parent coaching and\n                                instruction in the home or community<\/p>\n                                <p>Group Social ABC\u2019s: 6 weeks of instruction in small groups\n                                and 1:1 coaching in a clinical setting\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>For individual parent training: 1.5 hours per week for 12\n                                weeks\n                                <\/p>\n                                <p>For parent working with their own child: Weave strategies\n                                taught during coaching into everyday interactions\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Incorporated into daily interactions<\/p>\n                            <\/div>\n                            <div>\n                                <p>Social ABC\u2019s parent coaches receive 6 months and 150 hours\n                                of training and must be certified with an annual\n                                recertification process\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                                    <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                                <\/p>\n                                <p>Use these terms when researching on Google Scholar:<\/p>\n                                <p>\u201cSocial ABCs\u201d, \u201cautism\u201d, \u201coutcomes\u201d, \u201cintervention\u201d,\n                                \u201ccommunication\u201d, \u201cgains\u201d\n                                <\/p>\n                            <\/div>\n                        <\/div>\n                    <\/div><!-- End nested tabs -->\n                <\/div>\n                <div><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention<\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li><li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>JASPER is a targeted intervention broken into modules that\n                                focus on social communication and uses naturalistic\n                                strategies to increase the rate and complexity of social\n                                communication\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>The core domains of JASPER are:<\/p>\n                                <ul>\n                                    <li>Joint Attention: coordination of attention between\n                                    objects and people for the purpose of sharing<\/li>\n                                    <li>Symbolic Play: Encourage diversity in the types of play\n                                    to increase flexibility and level of play<\/li>\n                                    <li>Engagement: Increase opportunities for social\n                                    communication and learning<\/li>\n                                    <li>Regulation: Teach strategies to address diminished\n                                    engagement, restricted and repetitive behaviours, and\n                                    challenges with self-regulation<\/li>\n                                <\/ul>\n                            <\/div>\n                            <div>\n                                <p>Training of caregivers can happen in-person or online.\n                                Caregivers utilize the training in the home\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Two sessions per week per three months, or one session a\n                                week over six months\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Each session is 30 -60 minutes<\/p>\n                            <\/div>\n                            <div>\n                                <p>Certified JASPER Direct Service Clinicians must go through\n                                an intensive workshop to learn the assessment process and\n                                how to set targets and implement the core strategies.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a><\/p><p>Use these terms when researching on Google Scholar:<\/p>\n                                <p>\u201cJASPER\u201d, \u201cJoint Attention Symbolic Play Engagement and\n                                Regulation\u201d, \u201cintervention\u201d, \u201ceffect\u201d<\/p>\n                            <\/div>\n                        <\/div>\n                    <\/div><!-- End nested tabs -->\n                <\/div>\n                <div><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention<\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li>\n                                <li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>Pivotal Response Training is a variation of ABA with a\n                                focus on play-based behavioural intervention that is\n                                initiated by the autistic child. This form of training\n                                aims to target pivotal skills related to the child\u2019s\n                                development. The objectives are to improve the areas of\n                                sociability, communication, behaviour and academic\n                                skill-building. This training has been suggested to\n                                especially lead to improvements in social initiations and\n                                turn-taking. It is said to be most effective for children\n                                aged 2 to 16 years.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Each session will differ depending on the targeted skill\n                                for development. Below are some examples:\n                                <\/p>\n                                <ul>\n                                    <li>Motivation: Using learner choice by allowing the child\n                                    to choose their own toys or activities, varying tasks to\n                                    keep attention, combining new tasks with previously\n                                    mastered tasks, and rewards.\n                                    <\/li>\n                                    <li>Responding to various stimuli: Teaching the learner to\n                                        respond to various cues, and using schedules of\n                                        reinforcement to teach them.\n                                    <\/li>\n                                    <li>Self-management: Creating independence by slowly\n                                        increasing independent tasks and reducing direct\n                                        involvement by the therapist.\n                                    <\/li>\n                                    <li>Social initiations: Teaching social and communication\n                                        skills, turn-taking, encouraging questions.\n                                    <\/li>\n                                <\/ul>\n                            <\/div>\n                            <div>\n                                <p>The training can take place in the child\u2019s natural\n                                    environment, and it has been noted that this sort of\n                                    training could be more suited for unstructured settings\n                                    such as free play at home.\n                                    <\/p>\n                                <\/div>\n                                <div>\n                                    <p>Depends on needs of child, but 25 hours per week is\n                                    usually recommended\n                                    <\/p>\n                                <\/div>\n                                <div>\n                                    <p>1.5 to 2.5 hours is typical<\/p>\n                                <\/div>\n                                <div>\n                                    <p>Various individuals such as psychologists, special\n                                    education teachers, and speech therapists who use natural\n                                    positive reinforcements related to the task being worked\n                                    on\n                                    <\/p>\n                                <\/div>\n                                <div>\n                                    <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                                        <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                                    <\/p>\n                                    <p>Use these terms when researching on Google Scholar:<\/p>\n                                    <p>\u201cPRT\u201d, \u201cPivotal Response Training\u201d, \u201ceffect\u201d,\n                                    \u201cintervention\u201d, \u201crandomized\u201d\n                                    <\/p>\n                                <\/div>\n                            <\/div>\n                        <\/div><!-- End nested tabs -->\n                <\/div>\n                <div><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li>\n                                <li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>Project ImPACT is based on developmental science and\n                                applied behaviour analysis (ABA) principles. It is\n                                designed to be used with children with social\n                                communication differences ages 18 months to 6 years. It\n                                teaches parents strategies to help their child develop\n                                social, communication, imitations, and play skills during\n                                daily routines and activities.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Parents work collaboratively with providers in the first\n                                session to set goals for social engagement, language,\n                                imitation, and play. Additional sessions involve reviewing\n                                the parent\u2019s progress at home since the last session and\n                                the provider presenting a new intervention technique. The\n                                provider will model the intervention with the child and\n                                then will observe while the parent tries the technique\n                                with their child. Techniques are taught in a specific\n                                order because each technique sets the foundation for later\n                                techniques.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>The training can take place in the child\u2019s natural\n                                environment, and it has been noted that this sort of\n                                training could be more suited for unstructured settings\n                                such as free play at home.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>The parent training usually takes place in the provider\u2019s\n                                office or at the family home. This program is designed to\n                                be implemented throughout the day and during play or other\n                                various activities. This can include time at home or out\n                                in the community.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>1 hour is typical for parent training, but parents are\n                                encouraged to incorporate the techniques of Project ImPACT\n                                throughout the day whenever possible.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Project ImPACT intervention providers must attend a\n                                workshop, obtain feedback on recorded sessions with\n                                parents, and 6 additional one-on-one consultations before\n                                they can be certified. Once certified, the provider is\n                                able to train and supervise other providers in their\n                                organization. Project ImPACT providers must have advanced\n                                degrees (e.g., MA, MFT, SLP, OT, etc.) and work regularly\n                                with children with social communication differences before\n                                they will be accepted into the program.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                                    <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                                <\/p>\n                                <p>Use these terms when researching on Google Scholar:<\/p>\n                                <p>\u201cProject Improving Parents as Communication Teachers\u201d,\n                                \u201cProject ImPACT\u201d, \u201crandomized\u201d, \u201ceffect\u201d, \u201cintervention\u201d\n                                <\/p>\n                            <\/div>\n                        <\/div>\n                    <\/div><!-- End nested tabs -->\n                <\/div>\n            <\/div>\n        <\/div>\n        <h2 class=\"voc_header\">Voice of the Community<\/h2>\n        <div class=\"voc\">\n            <div class=\"section\">\n                <h3>Autistic Clinical Support Provider<\/h3>\n                <div class=\"prompt\">\n                    <p>Have you provided clinical support? If you would like to share your perspective on the long term impact of this clinical approach, please click below.<\/p>\n                <\/div>\n                <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=hSb2nA8kdU2MSncK8umFlC4a-ENOYiZGh5I4Rp2RfXpUQ1JMTVE3NFE1T0w0MzQyTjQ4RVJHN1g5MC4u\" target=\"\u201d_blank\u201d\" class=\"myButton\">Share Perspective<\/a>\n            <\/div>\n            <div class=\"section\">\n                <h3>Autistic Self-advocate<\/h3>\n                <div class=\"prompt\">\n                    <p>Did you experience this type of clinical support growing up? If you would like to share your perspective on the long term impact of this clinical approach, please click below.<\/p>\n                <\/div>\n                <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=hSb2nA8kdU2MSncK8umFlC4a-ENOYiZGh5I4Rp2RfXpUQ1JMTVE3NFE1T0w0MzQyTjQ4RVJHN1g5MC4u\" target=\"\u201d_blank\u201d\" class=\"myButton\">Share Perspective<\/a>\n            <\/div>\n        <\/div>\n    <\/div>\n    <p>&nbsp;<\/p>\n    <div class=\"container theme-plum\">\n        <h2>Caregiver Mediated Supports<\/h2>\n        <div class=\"tabs\">\n            <div class=\"tabs-nav\">\n                <ul>\n                    <li class=\"is-active\">PLAY Project<\/li>\n                    <li>Early Social Interaction\/ Social Communication Emotional Regulation and Transactional Supports (ESI\/SCERTS) <\/li>\n                    <li>Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) <\/li>\n                    <li>Floortime<\/li>\n                <\/ul>\n            <\/div>\n            <div class=\"tabs-content\">\n                <div class=\"is-active\"><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li>\n                                <li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>PLAY is a parent-mediated intervention for young children on\n                                the autism spectrum. It is designed for use with individuals\n                                up to the age of 6.\n                                <\/p>\n                                <p>There are four primary principles to PLAY:<\/p>\n                                <ol>\n                                    <li>Fun with People: By focusing on activities that the child\n                                    enjoys, the child is more likely to interact\n                                    <\/li>\n                                    <li>Put in the Time: Unlocking the potential in children takes\n                                    time and engagement via play sessions and daily activities\n                                    <\/li>\n                                    <li>Accurately Profile the Child: Individualized program is\n                                    focused on each child\u2019s unique abilities, interests, and\n                                    development.\n                                    <\/li>\n                                    <li>Play at the Right Level: Meet the child where they are\n                                    developmentally\n                                    <\/li>\n                                <\/ol>\n                            <\/div>\n                            <div>\n                                <p>When a PLAY Project Consultant works with families, they\n                                will:\n                                <\/p>\n                                <ol>\n                                    <li>Introduce the principles and methods of PLAY<\/li>\n                                    <li>Create a unique profile for the child and their needs <\/li>\n                                    <li>Make a PLAY Plan with individualized techniques and\n                                    activities <\/li>\n                                    <li>Guide the family by coaching, modeling, and providing\n                                    feedback\n                                    <\/li>\n                                    <li>Engage with the family and child during PLAY activities\n                                    <\/li>\n                                    <li>Review videos of sessions and providing written feedback\n                                    <\/li>\n                                    <li>Revise the PLAY Plan as the child develops<\/li>\n                                <\/ol>\n                            <\/div>\n                            <div>\n                                <p>Training and parent activities usually happen within the\n                                home, but can also take place in the PLAY Project\n                                Consultants office.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>While the training with a consultant happens monthly, the\n                                caregivers are expected to apply the principles in play\n                                sessions and daily activities. It is recommended that they\n                                engage in these activities at least 10-15 hours per week.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>PLAY Project consultants typically come to the family home\n                                once per month for 2-3 hours\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>PLAY Project Consultants must be trained and certified by\n                                the PLAY Project team and must have a Master\u2019s degree in a\n                                relevant discipline. They often have other professional\n                                degrees, including SLP, OT, school teachers, social workers,\n                                or psychologists.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                                    <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                                <\/p>\n                                <p>Use these terms when researching on Google Scholar:<\/p>\n                                <p>\u201cPLAY Project\u201d, \u201cparent-mediated\u201d, \u201cintervention\u201d,\n                                \u201ccaregiver-mediated\u201d, \u201ceffect\u201d\n                                <\/p>\n                            <\/div>\n                        <\/div>\n                    <\/div><!-- End nested tabs -->\n                <\/div>\n                <div><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li>\n                                <li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>SCERTS is a behavioural education model for infants,\n                                toddlers and school-age children that uses guidelines to\n                                address challenges frequently encountered by Autistic\n                                people. This model uses a team-based approach that views\n                                parents as the experts on their child, so parents\n                                collaborate with the facilitation team to assess their child\n                                and then select a series of strategies that they believe\n                                would be most helpful to the child. It can be tailored to\n                                the child's needs. SCERTS has similarities to ABA but\n                                proponents have suggested it is differentiated from ABA by\n                                fostering communication during daily activities that are\n                                facilitated by the child.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>SCERTS focuses on regulating the child by enabling the child\n                                to recognize what is expected of them and what might be the\n                                next task. This program helps kids to prepare for school\n                                environments by getting them used to following instructions,\n                                schedules, and being restricted by a classroom setting.\n                                <\/p>\n                                <p>SCERTS focuses on developing the following skills:<\/p>\n                                <p>Social Communication: communication, emotional\n                                expressiveness, and positive relationships.\n                                <\/p>\n                                <p>Emotional Regulation: cope with positive and negative\n                                emotional stressors.\n                                <\/p>\n                                <p>Transactional Support: developing personal and environmental\n                                supports that are adapted and modified to fit the child\u2019s\n                                needs and personality.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>SCERTS can provided in a range of settings, such as home and\n                                community environments, although it is typically delivered\n                                in a school setting\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Depends on setting and skills being developed<\/p>\n                            <\/div>\n                            <div>\n                                <p>During the school day<\/p>\n                            <\/div>\n                            <div>\n                                <p>This model is a team-based approach that requires\n                                facilitation by trained therapists, educators, and\n                                caregivers. Usually, SCERTS is implemented by trained\n                                special education teachers and speech therapists.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                                    <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                                <\/p>\n                                <p>Use these terms when researching on Google Scholar:<\/p>\n                                <p>\u201cEarly Social Interaction\/Social Communication Emotional\n                                Regulation and Transactional Supports\u201d, \u201cESI\/SCERTS\u201d,\n                                \u201cSCERTS\u201d, \u201cintervention\u201d, \u201ceffect\u201d, \u201crandomized\u201d, \u201cmodel\u201d,\n                                \u201cteam-based\u201d\n                                <\/p>\n                            <\/div>\n                        <\/div>\n                    <\/div><!-- End nested tabs -->\n                <\/div>\n                <div><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\"><ul><li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n                            <li>What might a typical session look like?<\/li>\n                            <li>Typical setting for session<\/li>\n                            <li>Typical number of hours per week<\/li>\n                            <li>Length of typical session<\/li>\n                            <li>Practitioner requirements<\/li>\n                            <li>Tips for doing your own research<\/li>\n                        <\/ul>\n                    <\/div>\n                    <div class=\"tabs-content\">\n                        <div class=\"is-active\">\n                            <p>TEACCH is a clinical and psychoeducation (providing\n                            education about mental health issues) framework for\n                            supporting the therapeutic and educational goals of autistic\n                            individuals. They seek to create and share community-based\n                            services, training programs, and research to enhance quality\n                            of life.\n                            <\/p>\n                            <p>Five core values of TEACCH:&nbsp;<\/p>\n                            <ol>\n                                <li>Demonstrating a commitment to making a positive difference\n                                in the lives of others.<\/li>\n                                <li>Creating a culture of collaboration and partnership, where\n                                everyone is respected and valued.<\/li>\n                                <li>Delivering excellence through innovative and responsive\n                                practices.<\/li>\n                                <li>Appreciating the unique strengths of every individual.<\/li>\n                                <li>Emphasizing the importance of continuous lifelong\n                                learning.<\/li>\n                            <\/ol>\n                        <\/div>\n                        <div>\n                            <p>This program helps teachers develop skills and techniques to\n                            enhance the experience of in-class learning. Visual\n                            schedules and guidelines for students are also part of this\n                            method. It promotes the use of a generalizable 'structured\n                            teaching' approach as it can be modified to accommodate all\n                            ages and ability levels.\n                            <\/p>\n                            <p>A visual timetable and work schedule are used to plan out\n                            the day\u2019s activities, so the child knows what to expect.\n                            Then once a task is completed it would be placed in the\n                            completed box so the child knows when it has come to an end.\n                            Then a reward such as a sticker is granted to reinforce the\n                            routine and promote independence.\n                            <\/p>\n                        <\/div>\n                        <div>\n                            <p>Primarily delivered in classroom settings<\/p>\n                        <\/div>\n                        <div>\n                            <p>This intervention can last anywhere from 1 to 36 weeks of\n                            sessions that vary between 1.5-30 hours per week, depending\n                            on the needs of the child.\n                            <\/p>\n                        <\/div>\n                        <div>\n                            <p>During the school day<\/p>\n                        <\/div>\n                        <div>\n                            <p>Provided by trained professionals such as teachers,\n                            psychologists, social workers, speech therapists, and\n                            residential care providers. Parents are included to allow\n                            for consistent support.\n                            <\/p>\n                        <\/div>\n                        <div>\n                            <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                            <\/p>\n                            <p>Use these terms when researching on Google Scholar:<\/p>\n                            <p>\u201cTreatment and Education of \u201cAutistic and Related\n                            Communication-Handicapped Children\u201d, \u201cTEACCH\u201d, \u201cgoals\u201d,\n                            \u201cintervention\u201d, \u201ceffect\u201d, \u201crandomized\u201d\n                            <\/p>\n                        <\/div>\n                    <\/div>\n                <\/div><!-- End nested tabs -->\n        <\/div>\n        <div><!-- Set of nested tabs -->\n        <div class=\"tabs\">\n            <div class=\"tabs-nav nested\">\n                <ul>\n                    <li class=\"is-active\">Theoretical approach as described by a practitioner of the\n                      intervention\n                    <\/li>\n                    <li>What might a typical session look like?<\/li><li>Typical setting for session<\/li>\n                    <li>Typical number of hours per week<\/li>\n                    <li>Length of typical session<\/li>\n                    <li>Practitioner requirements<\/li>\n                    <li>Tips for doing your own research<\/li>\n                <\/ul>\n            <\/div>\n            <div class=\"tabs-content\">\n                <div class=\"is-active\">\n                    <p>Relationship-based and play-focused therapeutic approach\n                      that is Developmental, Individual, and Relationship-based.\n                      It is an alternative to ABA (but can be used with it). This\n                      approach is not exclusive to autism or specific age groups.\n                      The goal is to have the parents meet their child at their\n                      level and build on their individual interests and strengths\n                      while having fun.\n                    <\/p>\n                    <p>The six milestone goals of Floortime include:&nbsp;<\/p>\n                    <ul>\n                        <li>Self-regulation and interest in their surroundings<\/li>\n                        <li>Engagement in relationships<\/li>\n                        <li>Two-way communication<\/li>\n                        <li>Complex communication<\/li>\n                        <li>Emotional Ideas<\/li>\n                        <li>Emotional Thinking<\/li>\n                    <\/ul>\n                <\/div>\n                <div>\n                    <p>The sessions with providers include training for parents as\n                      well as direct interactions with the child. The provider\n                      and\/or parent will first join the child and follow their\n                      lead on which activities or toys to engage with. Sessions\n                      emphasize back-and-forth play to build shared attention and\n                      problem solving skills by interacting with the child in more\n                      complex tasks.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>Training sessions can be done at home, school, or in a\n                      professional setting. Families are encouraged to practice\n                      Floortime techniques and promote interactions in as many\n                      different settings as possible (e.g., home, playground, car,\n                      bathtub, etc.)\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>One professional therapy session or more per week.<\/p>\n                    <p>Roughly 14 hours per week total (e.g. at least 2 hours per\n                      day) to practice the techniques at home for as long as\n                      necessary to meet the milestones\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>Therapy sessions range between 2-5 hours<\/p>\n                <\/div>\n                <div>\n                    <p>Child psychologists, OTs, SLPs, and special education\n                      teachers can receive specialized training to become\n                      certified in Floortime techniques.\n                    <\/p>\n                    <p>*Parents can attend workshops to learn specific techniques\n                      to try at home.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                        <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                    <\/p>\n                    <p>Use these terms when researching on Google Scholar:<\/p>\n                    <p>\u201cFloortime\u201d, \u201cIntervention\u201d, \u201coutcome\u201d, \u201crandomized\u201d,\n                      \u201ceffect\u201d\n                    <\/p>\n                <\/div>\n            <\/div>\n        <\/div><!-- End nested tabs -->\n    <\/div>\n<\/div>\n<\/div>\n\n\n<!-- Voice of the Community -->\n\n<h2 class=\"voc_header\">Voice of the Community<\/h2>\n<div class=\"voc\">\n    <div class=\"section\">\n        <h3>Autistic Clinical Support Provider<\/h3>\n        <h4>Sarah Harvey, Autistic Independent Speech and Language and Communication Therapist, Autism and Mental Health Specialist<\/h4>\n        <p>I\u2019m an autistic Speech and Language Therapist. The SCERTS model provides a framework for everyone supporting a young person to adapt and build on what they are doing - to make it more motivating, relevant, predictable and emotionally regulating. The onus is on the supporters to change, not the child. I work neuro-affirmatively - SCERTS helps support teams to think more about the young person\u2019s perspective, rather than trying to \u201cfix deficits\u201d. Teams identify meaningful goals by using SCERTS to assess the young person\u2019s way of communicating, and highlighting the priorities at that stage. There is a clear progression within the model, allowing for goals to naturally increase and shift as the child develops.<\/p>\n        <p>When SCERTS is adopted, the child\u2019s team typically become more confident, and start to \u201cget\u201d how they can support the child to thrive. SCERTS emphasises reflection for practitioners, so their skills continually develop individually and as teams. It is very different to a professional telling a team what they need to do, instead it gives them the tools to develop their understanding of what they can do themselves, increasing \u201cbuy in\u201d and making it self-sustaining.\n\n        <\/p>\n    <\/div>\n    <div class=\"section\">\n        <h3>Autistic Self-advocate<\/h3>\n        <div class=\"prompt\">\n            <p>Did you experience this type of clinical support growing up? If you would like to share your perspective on the long term impact of this clinical approach, please click below.<\/p>\n        <\/div>\n        <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=hSb2nA8kdU2MSncK8umFlC4a-ENOYiZGh5I4Rp2RfXpUQ1JMTVE3NFE1T0w0MzQyTjQ4RVJHN1g5MC4u\" target=\"\u201d_blank\u201d\" class=\"myButton\">Share Perspective<\/a>\n <\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<div>\n    <div>\n        <h4>Behavioural supports:&nbsp;<\/h4>\n    <\/div>\n    <div>Behavioural supports or interventions describe a systematic program or\n        approach that seeks to build skills and increase behaviours that are\n        deemed \u2018useful\u2019 while reducing or eliminating behaviours\n        that are deemed \u2018harmful\u2019, like safety concerns. There are\n        multiple programs and theoretical approaches to changing behaviours,\n        with some programs designed for younger children and others intended for\n        adolescents or adults. It is important to note that many of the types of\n        approaches listed will have overlap in what happens during a typical\n        session or how they gather information. For instance, Pivotal Response\n        Training (described above) and ABA (described below), may both teach\n        skills in the natural environment to increase generalizability.\n        <p>&nbsp;<\/p>\n        <strong>As previously discussed, AIDE Canada does not endorse or condemn any particular approach to clinical support. Instead, we encourage each person to do their own research and weigh the pros and cons of each specific type of clinical support.<\/strong>\n\n <p>&nbsp;<\/p>\n<\/div>\n<div class=\"container theme-plum\">\n    <h2>Types of Applied Behaviour Analysis (ABA)<\/h2>\n    <div class=\"tabs\">\n        <div class=\"tabs-nav\">\n            <ul>\n                <li class=\"is-active\">Applied Behaviour Analysis (standard ABA)<\/li>\n                <li class=\"\">Positive Behaviour Support (PBS)<\/li>\n            <\/ul>\n        <\/div>\n        <div class=\"tabs-content\">\n            <div class=\"is-active\">\n                <!-- Set of nested tabs -->\n <div class=\"tabs\">\n    <div class=\"tabs-nav nested\">\n        <ul>\n            <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention<\/li>\n                    <li class=\"\">What might a typical session look like?<\/li>\n                    <li>Typical setting for session<\/li>\n                    <li class=\"\">Typical number of hours per week<\/li>\n                    <li class=\"\">Length of typical session<\/li>\n                    <li class=\"\">Practitioner requirements<\/li>\n                    <li class=\"\">Tips for doing your own research<\/li>\n                <\/ul>\n            <\/div>\n            <div class=\"tabs-content\">\n                <div class=\"is-active\">\n                    <p>Perceives behaviour as something that can be changed by\n                      positively reinforcing the behaviours that are \u2018beneficial\u2019\n                      and not reinforcing behaviours that are \u2018harmful\u2019. Can be\n                      used to alter behaviours at any age, but studies suggest\n                      that it is more successful the younger the child is when it\n                      begins.\n                    <\/p>\n                    <p>In preparation and throughout an individual ABA program\n                      and\/or as part of a \u201cfunctional behaviour assessment\u201d (see\n                      PBS below), parents will be asked to track behaviours\n                      related to safety concerns or skills that need to be\n                      developed throughout the day. Recording where and when the\n                      behaviour occurs and describing what proceeded and followed\n                      the behaviour will be necessary for setting goals and\n                      tracking progress.\n                    <\/p>\n                <\/div>\n                <div class=\"\">\n                    <p>Practitioners have differing opinions on whether to include\n                      one or both of the following approaches during a session.\n                      Ask your specific provider about which option(s) they use:\n                    <\/p>\n                    <p>Discrete Trial Training (DTT): Breaks skills into smaller\n                      components that the instructor can teach in a step-by-step\n                      manner. Reinforcements are used by the trainer to encourage\n                      positive behaviours (e.g. blowing bubbles or getting a\n                      sticker).\n                    <\/p>\n                    <p>Natural Environment Training (NET): Focuses on teaching\n                      skills in natural settings or environments. Believed to\n                      strengthen the ability to generalize and the transition of\n                      knowledge to daily situations.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>Variety of settings including a practitioner\u2019s office, the\n                      classroom, at home, or during play with other children.\n                      Sometimes administered in a group setting.\n                    <\/p>\n                <\/div>\n                <div class=\"\">\n                    <p>Depends on needs of child, but 10-20 hours is usually\n                      recommended\n                    <\/p>\n                <\/div>\n                <div class=\"\">\n                    <p>1.5 to 2.5 hours is typical<\/p>\n                <\/div>\n                <div class=\"\">\n                    <p>Board-certified Behaviour Analyst (BCBA), requires a\n                      master\u2019s degree or PhD, supervised training hours, and\n                      completion of a national certification exam with a license\n                      to practice.\n                    <\/p>\n                    <p>ABA providers often have a one-year certificate from a\n                      community college and do not usually have advanced degrees.\n                      A BCBA may develop the program, but the person working\n                      one-on-one with a child may have an undergraduate degree\n                      and\/or certificate.\n                    <\/p>\n                <\/div>\n                <div class=\"\">\n                    <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                        <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                    <\/p>\n                    <p>Use these terms when researching on Google Scholar:<\/p>\n                    <p>\u201cABA\u201d, \u201cApplied behaviour analysis\u201d, \u201cautism\u201d,\n                      \u201cintervention\u201d, \u201coutcome\u201d, \u201crandomized\u201d, \u201ceffect\u201d, \u201cgains\u201d,\n                      \u201cgoals\u201d\n                    <\/p>\n                <\/div>\n            <\/div>\n        <\/div><!-- End nested tabs -->\n    <\/div>\n    <div class=\"\"><!-- Set of nested tabs -->\n    <div class=\"tabs\">\n        <div class=\"tabs-nav nested\">\n            <ul>\n                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n                <li>What might a typical session look like?<\/li>\n                <li>Typical setting for session<\/li>\n                <li>Typical number of hours per week<\/li>\n                <li>Length of typical session<\/li>\n                <li>Practitioner requirements<\/li><li>Tips for doing your own research<\/li>\n            <\/ul>\n        <\/div>\n        <div class=\"tabs-content\">\n            <div class=\"is-active\">\n                <p>PBS is often used to address harmful and interferring\n                      behaviours such as self-injury. It can be helpful in\n                      understanding why these behaviours are occurring for\n                      individuals who are unable to communicate the cause of their\n                      distress. This approach is rooted in ABA, but also includes\n                      multiple theoretical perspectives and has moved away from a\n                      pathology-based model and is instead driven by\n                      person-centered values and the normalization\/inclusion\n                      movement. PBS integrates changes to the environment and\n                      lifestyle, building lifelong skills, systems change,\n                      stakeholder participation, and multicomponent intervention.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>PBS practitioners believe in understanding the big picture\n                      before they can make recommendations. The first session(s)\n                      will be a \u201cFunctional Behaviour Assessment\u201d that focus on\n                      exploring quality of life issues that are causing distress\n                      for the client. PBS practitioners may meet with caregivers,\n                      educators, and therapists to gain a more complete picture of\n                      the issue before making any recommendations.\n                    <\/p>\n                    <p>The practitioner will create a \u201cPositive Behaviour Support\n                      Plan\u201d and suggest ways to modify the environment, how to\n                      respond to the unsafe behaviours, sequences of daily\n                      activities, and how to develop the adaptive skills necessary\n                      to reduce the behaviour. The goal is to be proactive to\n                      reduce future occurrences of unsafe behaviours. Families and\n                      educators will be asked to record each instance of a problem\n                      behaviour so that patterns can be established and\n                      adjustments can be made to the support plan.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>May be done in a clinician office or school setting, but can\n                      also be done in the home in order to observe the natural\n                      environment and make appropriate recommendations.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>The entire program can last as long as 9-12 months total,\n                      although may be less if things improve quickly.\n                    <\/p>\n                    <p>Month 1-3: meet once per week while developing and testing\n                      the plan.\n                    <\/p>\n                    <p>Month 3-9: meet once every two weeks to monitor progress and\n                      make adjustments to the plan if necessary.\n                    <\/p>\n                    <p>Month 9-12: meet once per month to continue to monitor\n                      progress and discuss transition to other forms of support if\n                      needed.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>1-2 hours is typical, although some practitioners may choose\n                      to observe for longer periods of time in the beginning to\n                      gain a better understanding of the issue\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>A Board Certified Behaviour Analyst (BCBA) will lead the\n                      therapy and will work with instructions to caregivers and\n                      educators\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a><\/p><p>Use these terms when researching on Google Scholar:<\/p><p>\u201cPositive behaviour support\u201d, \u201cPBS\u201d, \u201coutcome\u201d,\n                      \u201cintervention\u201d, \u201cautism\u201d, \u201ceffect\u201d, \u201cfunctional behaviour\n                      assessment\u201d, \u201cgains\u201d, \u201cgoals\u201d\n                    <\/p>\n                <\/div>\n            <\/div>\n        <\/div><!-- End nested tabs -->\n    <\/div>\n<\/div>\n<\/div>\n\n\n<h2 class=\"voc_header\">Voice of the Community<\/h2>\n<div class=\"voc\">\n    <div class=\"section\">\n        <h3>Autistic Clinical Support Provider<\/h3>\n        <h4>Sarah Hart, Autistic BCBA<\/h4>\n            <p>I originally joined the ABA field without knowing I was autistic. I planned to become a clinical child psychologist, and I was paired with an autistic client when I applied for a job during undergrad. I related to him more than I related to people my own age or non-autistic people. I began a doctoral program for psychology, but I left when I felt it was not touching on enough information to work with nonspeaking autistic children. I instead did my master's in ABA and became a BCBA. Once I found out the Autistic community's response to the field of ABA, I joined the world of autistic advocacy. I was formally diagnosed with ASD in 2020. I don\u2019t think ABA is the only way to support autistic children, nor is it the best field for it; however, the insurance companies pay for it and if we can reshape the field into truly helpful services and support for autistic children, that would be a big win.\n              <\/p>\n              <p>I believe that the long-term results of ABA for autistic children can be grim in many cases. Autistic children are often taught to assimilate in ABA programs; to act like neurotypical children. The field of ABA needs to be overhauled completely and rebuilt from the ground up, to include education on autism and ableism, and to make goals WITH clients instead of FOR clients. I hope the long-term results of my own personal work with autistic clients results in a happy, autonomous, autistic adult who is able to self-advocate and live the life they want.<\/p>\n            <\/div>\n            <div class=\"section\">\n                <h3>Autistic Self-advocate<\/h3>\n                <div class=\"prompt\">\n                    <p>Did you experience this type of clinical support growing up? If you would like to share your perspective on the long term impact of this clinical approach, please click below.<\/p>\n                <\/div>\n                <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=hSb2nA8kdU2MSncK8umFlC4a-ENOYiZGh5I4Rp2RfXpUQ1JMTVE3NFE1T0w0MzQyTjQ4RVJHN1g5MC4u\" target=\"\u201d_blank\u201d\" class=\"myButton\">Share Perspective<\/a>\n            <\/div>\n        <\/div>\n    <\/div>\n    <p>&nbsp;<\/p>\n    <div class=\"container theme-plum\">\n        <h2>Other Behavioural Supports<\/h2>\n        <div class=\"tabs\">\n            <div class=\"tabs-nav\">\n                <ul>\n                    <li class=\"is-active\">Relationship Development Intervention (RDI)<\/li>\n                    <li>Cognitive Behavioural Therapy (CBT)<\/li>\n                    <li>Dialectical Behavioural Therapy (DBT)<\/li>\n                    <li>Acceptance and Commitment Training\/Teaching (ACT)<\/li>\n                <\/ul>\n            <\/div>\n            <div class=\"tabs-content\">\n                <div class=\"is-active\"><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li>\n                                <li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>The focus of RDI is on social and emotional skills by\n                                increasing flexible thinking. This is different from\n                                Applied Behavior Analysis because it focuses on the\n                                parents and relationship building. RDI is a technique that\n                                can be adopted into one\u2019s lifestyle and is customizable to\n                                the individual child by incorporating their interests. The\n                                objectives of this training include:\n                                <\/p>\n                                <ol>\n                                    <li>Emotional referencing<\/li>\n                                    <li>Social coordination<\/li>\n                                    <li>Declarative language<\/li>\n                                    <li>Flexible thinking<\/li>\n                                    <li>Relational information processing<\/li>\n                                    <li>Foresight and hindsight<\/li>\n                                <\/ol>\n                            <\/div>\n                            <div>\n                                <p>RDI consultants develop a program plan that is catered to\n                                the child\u2019s needs and then trains parents on how to use it\n                                on a daily basis. The program tasks may include games that\n                                target physical and nonverbal communication. RDI sessions\n                                may look different for each family, but parents will learn\n                                strategies to connect and relationship build with their\n                                children.\n                                <\/p>\n                                <p>Guided release (also known as scaffolding) may include\n                                modelling activities to allow the child to feel\n                                comfortable before they give the activity a try. As time\n                                progresses, each session will include the continuation of\n                                working on a goal or the introduction of a new goal. As\n                                the child\u2019s abilities increase, so do the complexity of\n                                these goals.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>This intervention is designed to be used in the home but\n                                can also be used in classroom or professional settings.\n                                <\/p>\n                                <p>Once children have developed more skills, they may form a\n                                \u201cdyad\u201d with another child or join a small group of\n                                children also receiving RDI so they can practice building\n                                relationships with different people and in different\n                                settings (e.g. park, playground, etc.)\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>One professional session or more per week, but parents are\n                                encouraged to practice the techniques at home for 3-12\n                                hours per week for 16 months.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>1 to 2.5 hours is typical<\/p>\n                            <\/div>\n                            <div>\n                                <p>Certified RDI Consultants may work as behavioural\n                                therapists or classroom teachers.\n                                <\/p>\n                                <p>*Parents can receive training directly via seminars.<\/p>\n                            <\/div>\n                            <div>\n                                <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                                    <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                                <\/p>\n                                <p>Use these terms when researching on Google Scholar:<\/p>\n                                <p>\u201cRelationship Development Intervention\u201d, \u201cautism\u201d, \u201cRDI\u201d,\n                                \u201coutcomes\u201d, \u201cinterventions\u201d, \u201ceffects\u201d, \u201cgoals\u201d, \u201cgains\u201d\n                                <\/p>\n                            <\/div>\n                        <\/div>\n                    <\/div><!-- End nested tabs -->\n                <\/div>\n                <div><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li>\n                                <li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>CBT is a form of talk therapy that seeks to change\n                                thinking and certain behaviours that are interfering with\n                                a person\u2019s emotional wellbeing. It is problem-focused and\n                                goal-oriented to provide strategies and skills. It asks\n                                patients to recognize their own thoughts, feelings, and\n                                expectations. CBT has shown success in autistic\n                                individuals across the lifespan by reducing anxiety,\n                                providing strategies for handling stressful situations,\n                                and challenging \u201cblack and white thinking\u201d.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>CBT can be given in both individual and group settings.\n                                <\/p>\n                                <p>Patients are encouraged to describe situations that are\n                                causing them difficulty and break them down by identifying\n                                the thoughts, feelings, and actions surrounding the issue.\n                                Then, a therapist can help patients \u2018reframe\u2019 the issue by\n                                challenging negative thoughts and beliefs about themselves\n                                or others. Strategies for overcoming the issue in the\n                                future are also discussed. CBT can be helpful for\n                                individuals whose negative self-talk impacts their\n                                motivation, self-esteem, and world view.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>May be done in a professional office or school setting.\n                                Group sessions may also occur in community buildings.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Sessions usually last 30-60 minutes every 1 or 2 weeks.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>CBT is usually recommended to be between 6-20 sessions.\n                                More sessions may be recommended depending on the\n                                patient\u2019s needs.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Psychiatrists, clinical psychologists, registered\n                                counsellors and psychotherapists must hold at least a\n                                Master\u2019s degree in counselling or related fields. To be\n                                certified for CBT, a professional must have additional\n                                training and will be listed on the Academy of Cognitive\n                                Therapies (academyofct.org) or Association for Behaviour\n                                and Cognitive Therapies (abct.org) websites.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                                    <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                                <\/p>\n                                <p>Use these terms when researching on Google Scholar:<\/p>\n                                <p>\u201cCognitive Behavioural Therapy\u201d, \u201cCognitive Behavioral\n                                Therapy\u201d, \u201cCBT\u201d, \u201cautism\u201d, \u201cintervention\u201d, \u201coutcome\u201d,\n                                \u201cgain\u201d, \u201crandomized\u201d\n                                <\/p>\n                            <\/div>\n                        <\/div>\n                    <\/div><!-- End nested tabs -->\n                <\/div>\n                <div><!-- Set of nested tabs -->\n                    <div class=\"tabs\">\n                        <div class=\"tabs-nav nested\">\n                            <ul>\n                                <li class=\"is-active\">Theoretical approach as described by a practitioner of the intervention <\/li>\n                                <li>What might a typical session look like?<\/li>\n                                <li>Typical setting for session<\/li>\n                                <li>Typical number of hours per week<\/li>\n                                <li>Length of typical session<\/li>\n                                <li>Practitioner requirements<\/li>\n                                <li>Tips for doing your own research<\/li>\n                            <\/ul>\n                        <\/div>\n                        <div class=\"tabs-content\">\n                            <div class=\"is-active\">\n                                <p>DBT is a type of CBT originally developed to teach people\n                                with Borderline Personality Disorder to better regulate\n                                their emotions, but has also been found to be useful for\n                                autistic individuals who are not finding success with\n                                traditional CBT. The therapy focuses on developing\n                                strategies for living in the moment, coping with stress,\n                                regulating emotions, and improving relationships with\n                                others. DBT teaches skills for combating negative feelings\n                                related to anxiety, anger, and sadness.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>The 4 pillars of DBT are teaching mindfulness, increasing\n                                tolerance for distress, increasing interpersonal\n                                effectiveness, and improving emotion regulation skills.\n                                DBT is usually provided in a group therapy setting where\n                                individuals can support each other as they learn skills to\n                                prevent them from lashing out, becoming aggressive,\n                                expecting the worst (catastrophizing), or any other\n                                negative thought processes or behaviours. This\n                                intervention may be helpful for Autistic teens and adults.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Usually provided in professional settings with a small\n                                group of peers in addition to individual therapy sessions\n                                once per week to help process the skills learned in group\n                                and apply it to individual situations and concerns.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Group therapy sessions are held weekly and usually last\n                                1.5-2.5 hours. Weekly individual therapy sessions are\n                                usually 1 hour long. Most DBT programs last at least 25\n                                weeks and individuals are encouraged to take part in two\n                                cycles of the program (so roughly one year in total).\n                                Individuals can be moved to advanced groups to hone the\n                                skills they learned if necessary once they have completed\n                                two cycles.\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>Group therapy: 1.5-2.5 hours per week<\/p>\n                                <p>Individual therapy: 1 hour per week<\/p>\n                            <\/div>\n                            <div>\n                                <p>Psychiatrists or clinical psychologists with training in\n                                DBT techniques, usually as part of a DBT team\n                                <\/p>\n                            <\/div>\n                            <div>\n                                <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                                    <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a>\n                                <\/p>\n                                <p>Use these terms when researching on Google Scholar:<\/p>\n                                <p>\u201cDialectical Behavioural Therapy\u201d, \u201cDialectical Behavioral\n                                Therapy\u201d, \u201cCBT\u201d, \u201cautism\u201d, \u201cintervention\u201d, \u201coutcome\u201d,\n                                \u201cgain\u201d, \u201crandomized\u201d\n                                <\/p>\n                            <\/div>\n                        <\/div>\n                    <\/div><!-- End nested tabs -->\n                <\/div>\n                <div><!-- Set of nested tabs -->\n                <div class=\"tabs\">\n                    <div class=\"tabs-nav nested\">\n                        <ul>\n                            <li class=\"is-active\">\n                                Theoretical approach as described by a practitioner of the intervention<\/li>\n                    <li>What might a typical session look like?<\/li>\n                    <li>Typical setting for session<\/li>\n                    <li>Typical number of hours per week<\/li>\n                    <li>Length of typical session<\/li>\n                    <li>Practitioner requirements<\/li>\n                    <li>Tips for doing your own research<\/li>\n                <\/ul>\n            <\/div>\n            <div class=\"tabs-content\">\n                <div class=\"is-active\">\n                    <p>ACT is based in CBT and is a psychotherapy approach used\n                      to improve skills and reduce distress in both caregivers\n                      and Autistic people themselves. ACT focuses on six major\n                      areas to promote psychological flexibility and improved\n                      well-being:\n                    <\/p>\n                    <ol>\n                        <li>acceptance (of what we cannot control)<\/li>\n                        <li>cognitive defusion (observe our thoughts rather than getting stuck in them)<\/li>\n                        <li>being present (mindfulness)<\/li>\n                        <li>self-as-context (flexible perspective taking)<\/li>\n                        <li>values (what is important or motivates us to act)<\/li>\n                        <li>committed action (actions that support the overall goal\n                        for psychological flexibility and wellbeing and are in\n                        line with a person\u2019s values)\n                      <\/li>\n                    <\/ol>\n                <\/div>\n                <div>\n                    <p>ACT can be provided in both group and individual settings.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>Usually provided in professional settings with a small\n                      group or in a professional office in individual or\n                      couple\u2019s sessions.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>Weekly group therapy sessions are usually between 1.5-2.5\n                      hours long for 12-14 weeks. Individual or couples sessions\n                      are usually 1.5 hours long for between 12-24 weeks.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>Group therapy: 1.5-2.5 hours per week<\/p>\n                    <p>Individual therapy: 1 hour per week<\/p>\n                <\/div>\n                <div>\n                    <p>Psychiatrists or Clinical psychologists, BCBA\u2019s, and\n                      registered counselors may have additional training in ACT.\n                    <\/p>\n                <\/div>\n                <div>\n                    <p>We know there are many different approaches to clinical supports, if you want to do your own research, please check out this resource: \n                        <a href=\"https:\/\/aidecanada.ca\/resources\/learn\/asd-id-core-knowledge\/evaluating-research-for-yourself-how-to-find-interpret-and-weigh-evidence-in-science-articles\">Doing your own research<\/a><\/p><p>Use these terms when researching on Google Scholar:<\/p>\n                        <p>\u201cAcceptance and Commitment Training\u201d, \u201cACT\u201d, \u201cautism\u201d, \u201cintervention\u201d, \u201coutcome\u201d, \u201cgain\u201d, \u201crandomized\u201d\n                    <\/p>\n                <\/div>\n            <\/div>\n        <\/div><!-- End nested tabs -->\n    <\/div>\n<\/div>\n<\/div>\n<h2 class=\"voc_header\">Voice of the Community<\/h2>\n<div class=\"voc\">\n    <div class=\"section\">\n        <h3>Autistic Clinical Support Provider<\/h3>\n        <div class=\"prompt\">\n            <p>Have you provided clinical support? If you would like to share your perspective on the long term impact of this clinical approach, please click below.<\/p>\n        <\/div>\n            <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=hSb2nA8kdU2MSncK8umFlC4a-ENOYiZGh5I4Rp2RfXpUQ1JMTVE3NFE1T0w0MzQyTjQ4RVJHN1g5MC4u\" target=\"\u201d_blank\u201d\" class=\"myButton\">Share Perspective<\/a>\n     <\/div>\n     <div class=\"section\">\n        <h3>Autistic Self-advocate<\/h3>\n        <div class=\"prompt\">\n            <p>Did you experience this type of clinical support growing up? If you would like to share your perspective on the long term impact of this clinical approach, please click below.<\/p>\n        <\/div>\n        <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=hSb2nA8kdU2MSncK8umFlC4a-ENOYiZGh5I4Rp2RfXpUQ1JMTVE3NFE1T0w0MzQyTjQ4RVJHN1g5MC4u\" target=\"\u201d_blank\u201d\" class=\"myButton\">Share Perspective<\/a>\n    <\/div>\n<\/div>\n<\/div>\n\n<p>&nbsp;<\/p>\n<\/div>\n\n <!-- End TABLE 5 -->\n\n<div>\n    <p>&nbsp;<\/p>\n    <h4>What to look for in a therapist&nbsp;<\/h4>\n    <h4>Questions to ask yourself:&nbsp;<\/h4>\n    <p><strong>Are you interested in therapeutic approaches or are you more interested in respite? What sort of respite activities would your child most enjoy?<\/strong><\/p>\n    <p>Parenting is hard work and interventions are time intensive. The\n        government realizes that parents may need a break for their own\n        self-care. This is why many programs provide funds for respite.&nbsp;\n        Getting a break where you can spend time with your non-Autistic children\n        or other family members is good for the health of the family unit and\n        mental health of the primary caregiver.&nbsp; Respite can also give the\n        child a chance to socialize with someone other than parents or siblings,\n        and to experience new opportunities in the community.\n      <\/p>\n      <p>&nbsp;<\/p>\n      <p>Some forms of respite can also be therapeutic for your child. For\n        instance, many Autistic people enjoy equestrian therapy, music therapy,\n        art therapy, etc. They can build skills and connections with instructors\n        and peers while also providing respite for families.&nbsp;&nbsp;\n      <\/p>\n      <p>&nbsp;<\/p>\n      <h4>Questions to ask a specialist to decide if they are the right fit :&nbsp;<\/h4>\n      <ul>\n        <li>Who is your client? The child, the caregiver, the school, none?&nbsp; <\/li>\n        <li>Is the therapy child-centered, do you follow the child\u2019s\n          lead?&nbsp;<\/li>\n        <li>Do you presume competence?&nbsp;<\/li>\n        <li>What is the therapy approach?&nbsp; Is your goal to build skills or\n          \u201cappearing normal\u201d?&nbsp;\n        <\/li>\n        <li>How will my child\u2019s strengths and interests be incorporated into\n          the program?&nbsp;\n        <\/li>\n        <li>What are your thoughts regarding compliance?&nbsp;<\/li>\n        <li>Do you put more emphasis on proactive (antecedent) strategies versus\n          reactive reinforcement-based strategies?&nbsp;\n        <\/li>\n        <li>How do you strive to understand and support a child\u2019s needs and\n          skill development?&nbsp;<\/li>\n        <li>What is the demeanor of the therapist? Does your child respond better\n          to a quiet, calm personality of a loud, enthusiastic and animated\n          person?&nbsp;<\/li>\n        <li>Does the therapist understand that refusal is often rooted in anxiety,\n          and not willful disobedience or oppositional defiance?&nbsp;<\/li>\n        <li>How are goals identified and prioritized?&nbsp;<\/li>\n        <li>What training and experience do you and your staff have?&nbsp;<\/li>\n        <li>How will you tailor this approach to my child?&nbsp;<\/li>\n        <li>How can we work as a team?&nbsp;<\/li>\n        <li>What are your thoughts on my child\u2019s stims?&nbsp;<\/li>\n        <li>Am I locked into staying with this service, or can I leave at any\n          time?&nbsp;\n        <\/li>\n    <\/ul>\n    <p>&nbsp;<\/p>\n    <h3>Final Thoughts<\/h3>\n    <p>It is important to remember that your child has their own agency, with\n        their own interests, perspectives, and goals for the future. The best\n        way to make sure they get what they need is to ask them for their\n        perspective. In cases where they are not able to fully communicate their\n        agency, making support decisions based on their current needs, and not\n        their diagnostic label, can go a long way to making sure that they are\n        getting the support they require and empower them to live their best\n        life.\n      <\/p>\n      <p>&nbsp;<\/p>\n      <h4>Other Resources&nbsp;<\/h4>\n      <p>Websites:<\/p>\n      <ul>\n        <li>\n            <a href=\"https:\/\/playproject.org\/\">https:\/\/playproject.org<\/a>&nbsp;\n        <\/li>\n    <\/ul>\n    <p>Research&nbsp;Information:<\/p>\n    <ul>\n        <li><a href=\"https:\/\/theautismblog.seattlechildrens.org\/naturalistic-developmental-behavioral-interventions-for-children-with-autism\/\">https:\/\/theautismblog.seattlechildrens.org\/naturalistic-developmental-behavioral-interventions-for-children-with-autism\/<\/a>&nbsp;<\/li>\n        <li><a href=\"https:\/\/www.autismcrc.com.au\/interventions-evidence\">https:\/\/www.autismcrc.com.au\/interventions-evidence<\/a>&nbsp;<\/li>\n        <li><a href=\"https:\/\/www.ontario.ca\/page\/ontario-autism-program-caregiver-mediated-early-years-programs#section-4%20\">https:\/\/www.ontario.ca\/page\/ontario-autism-program-caregiver-mediated-early-years-programs#section-4&nbsp;<\/a><\/li>\n        <li><a href=\"https:\/\/www.ontario.ca\/page\/ontario-autism-program-guidelines-core-clinical-services-and-supports\">https:\/\/www.ontario.ca\/page\/ontario-autism-program-guidelines-core-clinical-services-and-supports<\/a>&nbsp;<\/li>\n    <\/ul>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"Popular Autism Clinical Supports&nbsp; 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