Specialized preschool programs for children with autism spectrum disorder tend to provide a specific method of treatment within a small, highly structured learning environment. These programs tend to be more focused on applied behavioral analysis, which is also known as ABA.
“ABA is very generalized and lacks functional carry-over yet there is a place for ABA within the treatment scope for autism. ‘Regular’ programs are more focused on academics. Both special and ‘regular”’ programs are based on functional skills, which enables a child to acclimate to his/her environment”, says Edwin Santiago, a DPT who specializes in working with children diagnosed with PDD (Pervasive Developmental Disorder) and ASD (Autism Spectrum Disorders).
Special Preschool Programs for Autistic Children
Special programs for autistic children in preschool differ from traditional daycare and preschool programs. “Because of the individual differences among children with autism, an individualized approach that addresses the core deficits of autism spectrum disorders (e.g., communication, social, sensory, academic difficulties) and that matches each family's preferences and needs is recommended,” says Dr. Diane Van Driesen, Director of Autism Services for the Wawa Eden House.
The following components have been identified by Dr. Van Driesen as effective for children with autism:
- A curriculum that addresses deficit areas, focuses on long-term outcomes, and considers the developmental level of each child.
- Programs that capitalize on children's natural tendency to respond to visual structure, routines, schedules, and predictability.
- A focus on generalization and maintenance of skills, using technology such as incidental teaching approaches.
- Effective and systematic instructional approaches.
- Coordinated transitions between service delivery agencies, including early intervention/preschool programs, and kindergarten environments.
- Use of technology associated with functional behavioral assessment and positive behavioral supports with a child who presents behavioral challenges.
- Family involvement, including coordination between home and involved professionals; an in-home training component; and family training and support.
Autistic Children in Traditional Daycare
Experts dispute whether or not autistic children should attend a traditional daycare or preschool program.
Dr. Bill Frea, autism expert and creator of the autism program at California State University, Los Angeles, believes that children with autism are best taught in classrooms with typically-developing peers. Most children with autism are successful in regular education classrooms with supports to help them be successful. “These supports often include a schedule or other organizational tool to help understand the structure of the day or the sequence of difficult routines, a one-on-one aid to provide additional instruction or behavioral support, and possibly curriculum modifications,” says Frea.
On the other hand, many experts feel that typical preschools are rarely prepared to give a child with autism the support and therapy he/she needs to progress. “As someone who leads a non-profit that has over 600 preschool Abbott students, I can personally tell you that it is very difficult for a child on the autism spectrum to get the attention they need,” Michele Adubato, autism spectrum disorder expert and executive deputy director of The North Ward Center in Newark.
However, there are Early Intervention Programs that can provide specific services to a child experiencing developmental delays like autism spectrum disorder and are available up till the age of 3. This early intervention greatly benefits a child throughout their lifespan. Once a child has reached the age of 3, he or she can then enter preschool.
The bottom line is that children with autism spectrum disorder can attend a “normal” daycare or preschool if there is a trained staff with appropriate credentials. There are however advantages and disadvantages. Dr. Frea explains that the benefit would be that these children could possibly mimic the behaviors of higher functioning children, while the disadvantage may be that the teachers or daycare providers may not understand the complexities of a child with special needs within a “normal” daycare or preschool.
*Interviews with Edwin Santiago, Dr. Diane Van Driesen, Dr. Bill Frea and Michele Adubato were conducted in October, 2009.
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