Special Education Law Blog

Intense Early Intevention Highly Efffective for Toddlers with Autism by Nicole Jorwic

A ground-breaking study released today showed promising results for early intervention in toddlers with autism. Early intervention has generally been viewed as something for pre-school aged children as a way to prepare them for primary school. However this study indicates that early intervention for children, some as young as 18 months, is effective for improving IQ, language ability and social interaction; all critical precursor skills for inclusion and life outcomes.

 The study was published today in the journal Pediatrics, it examined an intervention method called the Early Start Denver Model. This intervention method combines ABA (applied behavioral analysis) teaching methods with developmental ‘relationship-based’ approaches. The experimental group received 20 hours a week of intervention from specialists as well as five hours a week of parent-delivered therapy.

 The five-year study took place at the University of Washington in Seattle, the study included 48 diverse 18-30 month old children with autism. The children who received the interventions improved in all areas. Their IQs went up by an average of 18 points and a nearly 18-point improvement in receptive language. This is compared to the control group, who were referred to community based programs for therapy, where the children’s IQs went up only 4 points and an 10-point improvement in receptive language. Seven of the children in the intervention group improved enough to change their diagnosis from autism to PDD-NOS (pervasive developmental disorder not otherwise specified.)

Early intervention has been proven effective time and time again and this study extends that success to a younger age group. For the children who do show symptoms of autism at a young age, these interventions should prove effective. Given the recent reports that 1 in 100 children in the United States have autism, more timely and effective interventions will help these children succeed.

 Among the significant aspects of this study is the level of intensity (20 hours plus 5 hours of parent time per week) required to achieve results for students. Many EI programs and for that matter Early Childhood programs have far less than 20 hours of intensity but schools feel that this level is sufficient to provide a FAPE. This study should be one more basis to argue for greater intensity with methods that have a scientific basis.

The Transformative Effects of Special Education Advocacy by Pam A. Labellarte

 

Over the years I have worked with lots of moms; supporting, training and building good advocacy for their child with special needs. The remarkable thing to see is once the advocacy skills take hold, are the transformative effect it has on the Mom at the IEP meeting and in other areas of her life. Becoming an effective advocate taps into that basic parental instinct to preserve and promote your child’s best interest. (I speak about Moms, but there have also been some Dads too!)

Putting Real “Life” Into Life Skills by Pam A. Labellarte

As parents one of our key roles is that of preparing our children to have the tools to  become successful adults. Since our children each have a different set of gifts and challenges, the preparation for each of them can vary greatly.  And the definition of a successful life can vary even more.

So I began searching for answers to the question, “Where did the concept of teaching life skills to children with disabilities originate?” “Who defined which “life skills” are critical to promote “independent living” for adults with disabilities?” Don’t get me wrong, I am the parent of three children, the youngest, a daughter with Down syndrome. I truly believe that the development of certain life skills is critical, in order for adults with disabilities to participate in the community and life.  In fact, I wish all high school students would receive more intense instruction in budgeting, understanding basic expenses (like car insurance) balancing their checkbook, and developing the skills to be productive employees.

 

The premise of the IEP is to address the individual needs of the student, yet many students with disabilities are expected to master skills, which may not even be considered a priority by their peers who do not have a disability. In her article “Life Skills Don’t Bring Happiness” Colleen F. Tomko [see Download LifeSkills] addresses this topic with wit and wisdom.  It would do us all well to consider where we place our energies as we prepare our children with disabilities for adulthood.