What is the best course of treatment for an individual with autism? Comprehensive assessment of the individual’s abilities and preferences is the cornerstone of designing an intervention package that is most likely to be successful. An assessment provides information that is crucial to determine baseline levels of performance, reasonable criteria for acquiring and mastering goals, and the number and type of objectives to address. One also must assess the range of treatment alternatives, the purported advantages and disadvantages for the individual and his/her support system, and the likelihood of benefit for all involved. Ongoing monitoring also provides valuable information when determining if and how much of a given treatment is reasonable. In summary, some elements of successful programming include assessment, individualization, a focus on building functional skills, an enhanced quality of life in developmentally and age-appropriate ways, frequent parent and professional collaboration, and a system of monitoring to evaluate progress. There are resources listed at the end of this position statement to assist in this effort. What methods does Autism New Jersey endorse? Autism New Jersey endorses those intervention packages that have been demonstrated to substantially improve an individual’s quality of life. Behavioral treatment offers a systematic and well-researched approach to teaching appropriate behaviors and decreasing inappropriate behaviors. This type of assessment and teaching is formally known as Applied Behavior Analysis (ABA) and is closely linked to Positive Behavior Supports (PBS). When this treatment
is implemented in a positive, person-centered, and consistent manner, most individuals with autism spectrum disorders expand their repertoire of skills and experience an improved quality of life.
Applied Behavior Analysis (ABA) and Positive Behavior Supports (PBS) have been demonstrated to substantially improve an individual's quality of life.
More specifically, research has demonstrated that individuals with autism make significant progress in
learning new skills when teaching is highly structured, data-based, and clinically sound. Professionals who study and practice Applied Behavior Analysis have published hundreds of peer-reviewed studies demonstrating the effectiveness of ABA and PBS in teaching new skills and treating behavior problems. These successful outcomes have been replicated among numerous individuals with autism and independent investigators. Behavioral research employs sophisticated experimental methodology to clearly demonstrate how the change in behavior occurred, under what conditions, and the limitations of the procedure. ABA and PBS are grounded in the science of learning, a model of behavior that has been supported through laboratory and applied research. The field of Applied Behavior Analysis includes structured and naturalistic methodologies for assessment and intervention. They include but are not limited to discrete trial training, incidental teaching, pivotal response training, natural environment training, mand (request-based) training, verbal behavior, fluency-based instruction, task analysis, descriptive assessment, functional analysis, and positive behavioral support. (For definitions and explanations of these topics, please see Autism New Jersey’s other publications on ABA.) As individuals’ learning styles vary, so should the educational package for each person with autism. Parents and professionals are encouraged to review the references at the end of this position statement for a more comprehensive description of ABA. Research information on these methods will be made available upon request.
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