|
Conclusion
A wealth of research spanning half
a century has painted a clearer picture of the disorder
first outlined by Kanner in 1943. This has helped
us gain a deeper understanding of the physiology,
neurology and cognitive psychology of those with Autism
and allows us to see some clear implications for treatment.
The Son-Rise Program® developed
over the past thirty years via a different route––from
two parents’ desire to reach their autistic
child. Through their intensive experimentation, observation
and deep longing to connect with their son, they developed
a treatment approach that can now be seen to be supported
by the more recent scientific literature. These two
pathways––to essentially the same solution––have
remained separate as the SRP has not been subjected
to rigorous scientific study by independent researchers
until very recently. The current work shows that the
principles of SRP are solidly grounded in accepted
theories of child development and supported by empirical
study of the individual principles, although no study
has yet addressed SRP in its entirety. The sheer number
of families who have chosen to use SRP (over 8,000
to date) is testament to the fact that parents are
looking for something other than what is offered by
traditional approaches to Autism. Approaches such
as the SRP thus warrant more empirical investigation.
The Son-Rise Program®
is parent-led; that is, parents are empowered to act
as facilitators, trainers and managers of their home-based
programs. In the eyes of the SRP, training parents
to implement therapy with their children is more effective
than relying on schools or specific professionals
to implement therapies because, as discussed above,
the intensity of the approach is essential. A parent
trained in the SRP is able to implement the principles
and techniques inside and outside of the playroom,
intensifying the child’s immersion in a responsive,
socially enhancing environment. Again, the literature
supports the efficacy of home-based programs. One
study assessing the relative efficacy of behavioral
programs with autistic children compared residential,
out-patient and home-based programs. They found that
only the home-based group showed significant improvements
on the behavioral observation measures (Sherman, Baker,
Lorimer, Swinson and Factor, 1987). Another study
matched children receiving home-based behavioral treatments
with those receiving conventional school-based and
brief one-on-one interventions. Children receiving
home-based treatments had significantly higher post-intervention
IQs than their school-based counterparts; significant
reductions in symptom severity were also found (Sheinkopf
and Siegel, 1998).
More recent research has looked
at changing the conventional discrete-trial format
of traditional behaviorist approaches, to make them
more adaptable to the home environment and thus more
in line with the responsive nature of the SRP. Delprato
(2001) reviewed eight studies looking at normalized
behavioral language interventions, defined as consisting
of loosely structured sessions of indirect teaching
with everyday situations, child initiation, natural
reinforcers and liberal criteria for reinforcer presentation.
In all eight studies with children with Autism, this
method of language training was found to be significantly
more effective than discrete-trial training. Kaiser
and Hancock (2003) similarly found that teaching parents
to implement naturalistic language intervention strategies
at home can be highly effective. Furthermore, in the
two studies in the Delprato (2001) review looking
at parental affect, the normalized treatment yielded
more positive affect than the discrete-trial training.
In a study of families using The Son-Rise Program®
in their homes, Williams (2004) found that the families
felt generally more positive since implementing the
SRP and reported that interaction among the whole
family had also improved.
The current literature supports
an intervention for children with Autism that emphasizes
a specifically designed physical environment, with
a focus on enhancing social relationships, having
a positive attitude and joining a child’s repetitive
behaviors. The SRP focuses on precisely these principles.
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