ACCEPTING

= THE
DIAGNOSES AND
This pamphlet will provide information about
different types of therapy that you can use to
GETTING HELP
help your child with Autism. When it comes
to the best for their needs, you should look
into the benefits of each therapy. Which one
will help your child’s needs? Which one will
improve their abilities to enhance their
communication and physical needs? Early
REFERENCES : DIFFERENT
intervention treatment services can greatly  https://autismcanada.org/living- THERAPIES THAT
improve a child’s development. Early
intervention services help children from birth
with-autism/treatments/non- SUIT YOUR
to 5 years old learn important skills. Services
medical/behavioural/aba/ CHILD’S NEEDS
like therapy, help the child talk, walk, and
socialize with other individuals. Therefore, it https://www.autismspeaks.org/appli
is important to talk to your child’s doctor as ed-behavior-analysis-aba-0
soon as possible if you think your child might
have an ASD or other developmental http://www.autismtruths.org/index.
problem. Early treatment for particular php?p=teacch
symptoms, such as speech therapy for speech
delays, often does not need to wait for a https://www.appliedbehavioranalysi
formal diagnosis. Early intervention is sprograms.com/faq/what-is-the-
extremely important to further the child’s
teacch-method/
development; though intervention at any age
can be helpful.
https://www.autismspeaks.ca/about-
autism/treatment/applied-behaviour-
analysis/
 PECS THERAPY
The Picture Exchange
Communication System (PECS) is a
systematic way to teach a child with
Autism how to communicate with
someone by giving them a picture of
the item/object they want.  This
program was originally designed for
children with autism but can be used
for other non-verbal children as well. 
This program is intended to provide
an alternative means of
communication for a child who is
unable to speak. It is not a
permanent way of teaching speech
for the child but a temporary way to
allow the child to communicate their
thoughts, even if there are no words
coming out at the moment.
TEACCH THERAPY
The TEACCH therapy was developed by
researchers who wanted a more effective
and integrated approach to help individuals
with autism. TEACCH is an evidence-based
academic program that is based on the
idea that autistic individuals are visual
learners, so therapists must try to adapt
their teaching style and intervention
strategies to help improve the individual’s
needs and communication. The TEACCH
program has worked with thousands of
individuals with ASD and their families
since it started. Not only does it evaluate
the individual, the program can also help
parents train so they can use the tools at
home too. There’s also parent support
groups and recreational play to help the
families.
SON-RISE THERAPY
The Son-Rise Program was
developed by Barry Neil
Kaufman and Samahria Lyte
Kaufman, whose son, Raun,
was diagnosed with severe
autism. After searching
nationwide without finding a
program they felt would offer
hope for Raun’s recovery, the
Kaufman’s decided to try to
help him on their own. They
designed their own intensive
program based on an attitude of
unconditional love and
acceptance. An example of
Son-Rise: your child is sitting
on the floor coloring. You sit
down on the floor in front of him
and start coloring too, when
your child looks at you, praise
them. “Good Job looking at me
in the eyes”. Proceed to
continue what they are doing. If
they decide to turn the page,
turn the page with them and
copy what they do.
ABA THERAPY
Applied behavior analysis has developed
many techniques and strategies for
increasing useful behaviors and reducing
those that may cause harm or interfere with
the individuals learning. Applied behavior
analysis (ABA) is the use of these
techniques and principles to bring about
meaningful and positive change in behavior
create communication and decrease any
negative outbreaks.
Positive reinforcement is one such principle.
When a behavior is followed by some sort of
reward, the behavior is more likely to be
repeated. It’s the same thing as in any
situation with any child. If they do something
good or right they get a sticker or a treat.
Undesirable behavior, or those that interfere
with learning and social skills, are watched
closely. The goal is to determine what
happens to trigger a behavior in the
individual, and what happens after the
behavior is reinforced. The idea is to remove
any if not all of these triggers and re-
enforcers from the child’s environment. New
re-enforces are then used to teach the
individual a different behavior in response to
the same trigger. This will help the individual
learn positive behaviors and communicate
more easily and effectively.