Autism Spectrum Disorders

 

Theoretical knowledge on the philosophy and understanding of Autism Spectrum Disorders are important for an appropriate therapeutic intervention. Even in this spectrum of  disorders - which is so delicate to manage - interventions cannot be based only on techniques.

 

The therapeutic programme is planned according to the information that is gathered by  detailed observation and assessment, based on the needs and the abilities of each individual child, in addition to a parental interview. 

The intervention methods are based on the interests of the child and the everyday needs that are identified. Games and toys are used throughout the process of intervention. 

 

The principles of TEACCH approach (https://teacch.com/), are incorporated during the intervention process and are used as a tool for the parents to use in everyday life in order to adapt their daily program, so that stressors are avoided. 

Therapeutic interventions such as Intensive interaction (https://www.intensiveinteraction.org/) and Attention Autism (https://ginadavies.co.uk/) can help us to build a positive therapeutic relationship and help the therapist work on basic needs such as:

​

• Joint Attention

• Communication

• Turn taking

• Play skills etc.

 

The use of methods such as Social Stories (https://carolgraysocialstories.com/social-stories/what-is-it/) and Cognitive Behavioral Drama (https://www.cbdmethod.com/home) contribute to appropriate educational process for children who are in the highest levels of the spectrum but also who have been diagnosed with Asperger's Syndrome. Through these methods children are trained in the use of appropriate communication and social skills. Moreover, they are trained on

how to understand and manage emotions in different  social situations, both in individual and group sessions. 

 

In cases of Autism (in any functional level), training parents in understanding how their child thinks, behaves and communicates is a very important element for successful therapeutic outcomes.

 

Articulation - Phonological disorders

 

Assessing children's Phonological System from an early age, can help prevent future reading and writing difficulties, especially in those situations where there are no additional difficulties, which would indicate more specific learning difficulties. Literature suggests that early and appropriate intervention, i.e. intervention based both on phonological and articulatory intervention (whenever necessary) helps children develop appropriate phonological awareness skills, important for the proper development of reading and writing skills.

 

Standardized assessments are used in order to identify the articulatory and /or phonological needs that need to be met. Intervention has to be fun, so toys, board games, gross and fine motor skills games are used in order to develop a motivational process of learning. 

 

A crucial element in the intervention process is the development of a strong therapeutic relationship.  A trustful and secure relationship will make the child develop motives in order to try even harder to change any articulatory and/or phonological processes. 

 

In addition to all of the above, it is important to take into consideration the child’s emotional development and state, at the time of treatment. It is particularly important to encourage the child’s efforts, in any way possible, in order to increase their confidence and their willingness to help themselves. 

 

Even in simple cases, such as these disorders, parental education in the management of the child's difficulties and errors, is part of the puzzle of a successful treatment outcome.

 

Language Disorders 

 

The term Language Disorders refers to the difficulties children are presented with, that show delayed development of vocabulary and language skills. These are the children who have reached an age of 3-4 years old and their language is not developed on the basis of the general developmental milestones.  They have not shown descriptive language skills, narrative skills or even a vocabulary, appropriate for their age.

 

Clinical experience has shown that in addition to biological factors that may exist, the environment contributes especially in this slow growth. Excessive use of television (tablet and / or smartphones) in a young age does not provide verbal interaction with adults or other children in order to offer opportunities for verbal expression. 

 

CAUTION! I do not suggest "to bombard" the child verbally so that he starts to talk. On the contrary, what gives the child opportunities to express himself is the appropriate stimuli (play, books, discussions) in addition to providing him SPACE and TIME to express himself as much as possible and in any way he can.