An incidental teaching approach to early intervention for toddlers with autism

Author(s): Morrier, M. J., Daly, T.

Journal/Book: J Assn Pers Severe Handicap. 1999; 24: 29 W Susquehanna Ave Ste 210, Baltimore, MD 21204-5201, USA. Assn Pers Severe Handicap. 133-146.

Abstract: In an effort to move incidental teaching research to practical applications for toddlers with autism, a comprehensive early intervention model was developed for use in the natural environments of a childcare center and children's homes. Based on the premise that social readiness will best be achieved by providing early social leaving opportunities, the center based component of the model targets the developmental needs of an inclusive group of children with and without autism. The home based component involves parents of children with autism as key participants in their children's learning and prepares them to be effective advocates in their children's futures. The curriculum addresses what it is that toddlers need to learn, what environmental arrangements provide the most powerful teaching opportunities, and how teachers and parents can most effectively teach children to progress at their optimum pace. Outcome data are presented that documents an impact on the language and social behavior of participating toddlers with autism. Two of the more controversial Walden curriculum components ave discussed. Current impediments to system change are considered in the hope that appropriate and effective early intervention may become available to all children with autism.

Note: Article McGee GG, Emory Univ, Sch Med, Dept Psychiat & Behav Sci, Emory Autism Resource Ctr, 718 Gatewood Rd, Atlanta,GA 30322 USA

Keyword(s): autism; early intervention; incidental teaching; Walden toddler program; DAY-CARE ENVIRONMENTS; CHILDREN; PRESCHOOL; LANGUAGE; ORGANIZATION; INSTRUCTION

Zurück | Weiter