| p>For parents with one or more children with an | | | | are not familiar with current treatment methods or |
| autism spectrum disorder, the idea of Applied Behavior | | | | may work in a different manner than parents. For this |
| Analysis therapy is likely quite familiar. ABA is a form | | | | reason it is recommended that a training mechanism |
| of therapy that uses repetitive instructions and | | | | be used that applies to both parents and school |
| reinforcements to teach new concepts and to help | | | | districts so that the two may work together to |
| facilitate mental, social, and emotional development, | | | | achieve the same goals and to make the therapy |
| eventually rewiring the brain and effectively teaching it | | | | more comfortable and effective for the children |
| to learn. While a number of children who undergo | | | | involved. |
| intensive ABA therapy at an early and formative age | | | | Parents and schools who share a common goal in |
| are able to function well in normal classrooms, | | | | teaching a child with an autism spectrum disorder must |
| sometimes virtually indistinguishable in function from | | | | work together closely to compare data and identify |
| other children, a number of children need continued | | | | trends in behavior and learning. Only when all data is |
| therapy after starting school. For many of these | | | | examined can goals be clearly and properly |
| children, a combination of home and school based | | | | established and a proper course of treatment planned. |
| ABA therapy is recommended or required. For these | | | | By working together to teach the same methods and |
| students, it is crucial that the two programs | | | | achieve the same goals, both parties give a child the |
| communicate frequently and strive for the same goals. | | | | best chance of success and of truly reaching their |
| One problem many schools have is that instructors are | | | | maximum potential. |
| not trained in ABA. Other schools have instructors that | | | | |