Occupational therapists, physical therapists, and speech and language pathologists may be involved in any one of the behavioral or social strategies when they are working with children. It may even be possible for OTs, PTs, and SLPs to be involved with several different intervention strategies, since we work with many children at the same time. As Renee Watling (2004) stated, therapists should be aware of these behavioral and social approaches for 3 primary reasons:
1. Therapists are often a part of a multidisciplinary team and will need to be able to communicate and collaborate with other professionals who are implementing these strategies. Knowledge of proper terminology and ways to implement the intervention strategies will help one to be an informed member of the interdisciplinary team.
2. Knowledge of these strategies helps in planning a comprehensive program that incorporates the strategies of the therapist into other existing programs. Each team member will need to take the time to ensure they understand and are able to implement the goals developed by the other team members. For example, a speech therapist may implement a gross motor activity designed by the occupational therapist before implementing a seating task. Likewise, an OT may include a peer during an activity-based session to work on turn-taking and social skills.
3. A therapist may want to incorporate some of these strategies into their therapy program with any student they work with.
Additionally, as many of you have stated, many therapists already use these strategies within their services, but may refer to them with different terminology. Now that we are more familiar with these intervention strategies, we can correctly identify and label those that are being used. We can also be effective team collaborators to assist in intervention planning for the children as well as being of assistance to families when trying to select the best services to meet their child’s unique needs (Watling, 2004).
What are 4 key take home treatment strategies that SLPs and OTs can apply given the literature and discussion you provided on your blog? What is the rationale for each of these take home strategies?
As is used in Floortime, follow a child’s lead to help determine their natural preferences, and then build upon their interests.
Rationale: If a student is actively engaged, he/she will be more likely to learn and socialize within their environment.
As is used in ABA, pinpoint specific motor or speech, language, or communication skills that a child finds challenging and encourage learning about those skills through positive reinforcement.
Rationale: Reinforcement is used to increase the likelihood of a behavior occurring again.
Many find social AND behavioral strategies, when used in combination of one another, to be highly effective, so try this in your practice.
Rationale: “Providing increased opportunities for naturalistic rewards, extinguishing negative behaviors while providing encouragement and reinforcement of positive social behaviors is the focus of all skilled care providers and should not be seen as belonging to one treatment camp or the other (Garcia-Winner & Abildgaard, 2001).”
It is important to promote individualized and comprehensive programs for each child. Monitor progress closely with use of these intervention strategies and adjust instructional methods as needed if the strategies are not proving effective.
Rationale: As Temple Grandin stated, “A treatment method or an educational method that will work for one child may not work for another child. The one common denominator for all of the young children is that early intervention does work, and it seems to improve the prognosis (Retrieved from: http://www.brainyquote.com/quotes/authors/t/temple_grandin.html).” Therefore, if we are continuing along paths that are not giving us improvements as we work with children, it is our ethical duty to change those intervention methods and do what is in the best interest of the child. If we take that critical time of early intervention away from a child by providing unsuccessful treatments, we are doing the child a disservice. It is also so important, and our duty, to gain experience and knowledge through further educational experiences so we can provide the most effective treatment for the students and families we serve.
References:
Garcia-Winner, M. & Abildgaard, C. (2011). Social Thinking and Applied Behavior Analysis- Not “Black and White.” Autism Support Network. Retrieved from: http://www.autismsupportnetwork.com/news/social-thinking-and-applied-behavior-analysis-not-black-and-white-autism-22932344
Watling, R. (2004). Behavioral and Educational Intervention Approaches for the Child With an Autism Spectrum Disorder. In H. Miller-Kuhaneck (Ed.), Autism: A Comprehensive Occupational Therapy Approach (2nd ed.) (Chapter 11). Bethesda, MD: The American Occupational Therapy Association, Inc.
