Autism Spectrum Disorders: Intervention Options for Parents and Educators BY LISA A. RUBLE & NATACHA AKSHOOMOFF Communiqué Handout: January/ February 2010, Volume 38, Number 5 1 Communiqué is the newspaper of the National Association of School Psychologists │ www.nasponline.org │ (301) 657-0270 A diagnosis of autism or autism spectrum disorders (ASD) presents significant challenges to parents. When they first learn that their child has autism, their first questions usually are: What do we do next? Where can we get help? How do we make choices about intervention? Parents may be overwhelmed by the intervention options available, as well as frustrated by difficulties accessing specialized services. Learning about a child’s diagnosis sets parents and caregivers in a direction they did not expect to take. The good news is that we now have the research to show that children with ASD benefit from specialized interventions, including the use of environmental supports, modifications, and adaptations, as well as from programs that train parents and teachers to promote social and communication skills. Primary interventions for children with ASD include educational and behavioral approaches. Other approaches such as medication may be used effectively in combination with these methods. Many parents and caregivers also seek alternative or complementary approaches. In these cases, it is important for caregivers to understand the benefits as well as the potential risks of unproven methods. This handout provides parents and educators with an overview of the options for supporting children with ASD and information to enhance collaboration between home and school. When parents and educators work together, children with ASD are assured the best possible outcomes. (For a general overview of ASD and diagnosis, see Ruble & Akshoomoff, 2010). EDUCATION INTERVENTIONS Effective educational interventions for children with ASD include collaboration among family, school, and community resources and special education services. Successful educational programs emphasize the importance of individualizing interventions for each child with ASD. More specific interventions include environmental supports and interventions targeting engagement and communication, social, and self-direction skills. Collaboration. Because the primary interventions for children with ASD are educational and behavioral, collaborative and positive relationships between parents and teachers are essential. Educators who help empower parents with knowledge are preparing parents to be the best advocates for their child and better able to work as partners for developing a strong educational program. A team that shares information about the child’s progress, successful interventions, findings from current assessments, and descriptions of current needs will also facilitate a strong