Here you will find short descriptions of several different therapies/treatments and links to sites that will give you more detailed information on each.
 Picture Exchange Communication System (PECS) |
| Anti-Yeast Therapy |
| Lovaas Therapy |
| Facilitated Communication |
| Holding Therapy |
| Teacch Homepage |
Picture Exchange Communication System (PECS)
The Picture Exchange Communication System (PECS) was developed 12 years ago as a unique augmentative/ alternative training package that allows children and adults with autism and other communication deficits to initiate communication. First used at the Delaware Autistic Program, PECS has received worldwide recognition for focusing on the initiation component of communication. PECS does not require complex or expensive materials. It was created with educators, residential care providers and families in mind, and so it is readily used in a variety of settings.
PECS begins with teaching a student to exchange a picture of a desired item with a teacher, who immediately honors the request. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency. The system goes on to teach discrimination of symbols and then puts them all together in simple "sentences." Children are also taught to comment and answer direct questions. Many preschoolers using PECS also begin developing speech. The system has been successful with adolescents and adults who have a wide array of communicative, cognitive and physical difficulties. The foundation for the system is the PECS Training Manual, written by Lori Frost, MS, CCC/SLP and Dr. Andrew Bondy. The manual provides all of the necessary information to implement PECS effectively. It guides readers through the six phases of training and provides examples, helpful hints, and templates for data and progress reporting. This training manual is recognized by professionals in the fields of communication and behavior analysis as one of the most innovative systems recently developed.
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Anti-Yeast Therapy
The possible link between Candida albicans and autism, as well as other learning disabilities, is a topic of debate in the medical community.
Candida is a yeast-like fungus that is normally present in the body. Certain circumstances, however, may lead to an overgrowth. Common symptoms of such an overgrowth are vaginal yeast infections and thrush (white patches sometimes present in the mouth of an infant). More severe symptoms may include long-term immune system disturbances, depression, schizophrenia, and possibly autism.
Complaints Associated with the Candida Complex.
Intestinal problems, (constipation, diarrhoea, flatulence), Distended Stomach, Excessive genital touching in infants and young children, Cravings for carbohydrates, fruits and sweets. After ingestion of carbohydrates, hyperactivity for 15-20 minutes followed by hypoactivity. Unpleasant odour of hair and feet, acetone smell from mouth, Skin rashes, Fatigue, lethargy, depression, anxiety, Insomnia, Behaviour problems, May act "drunk", Hyperactivity [From Rimland, ICBR]
Candida overgrowth is often attributed to long-term antibiotic treatments...... It has been reported that some children whose autistic tendencies surfaced at 18- 24 months had been continuously treated with antibiotics to control chronic ear infections.Etc....
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Lovaas Therapy
Lovaas Therapy for Maine Preschoolers with Autism / PDD Lovaas therapy" refers to the treatment model developed by Ivar Lovaas, Ph.D., at the UCLA Clinic for the Behavioral Treatment of Children. Dr. Lovaas has worked with autistic children for over 30 years. He reported on the results of his work with a group of autistic preschoolers (starting under age 4) in a major study in 1987 and a follow-up study in 1993............
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Facilitated Communication
Facilitated communication (FC) is a method of providing physical support to an individual, which in turn enables him or her to express ideas via an alphabet board, picture board, typewriter, or computer. Hand-over- hand or -arm support is given by the facilitator.
Facilitated communication has challenged many assumptions about the abilities of people with communication disorders such as autism. Often expressed by individuals FC are statements that they are not retarded but are intelligent. Yet FC, when used with individuals with autism, is still a highly controversial method and may not withstand the rigours of scientific investigation.
Rosemary Crossley, from Australia, brought attention to facilitated communication in her 1980 book, Annie's Coming Out.
Douglas Biklen, a professor at Syracuse University, in his article, "Communication Unbound: Autism and praxis," generated much of the initial interest in FC, and he has subsequently written a book, Communications Unbound:........
There is still much debate about the validity of FC and it has caused controversy among parents and professionals alike.
There are great concerns about the many allegations of physical and/or sexual abuse that have come to light via facilitated communication.
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Holding Therapy
In the late 1970s holding therapy gained wide-spread attention when Dr Martha Welch, a child psychiatirst from New York, began using it as a means of working with children with autism . Her work is written in the book, Holding Time. Holding therapy has many advocates, who claim remarkable results, as well as many detractors who disagree with its intrusive nature.
The place of holding in changing autistic behaviour is that it is one technique amongst many, and it is to be combined with baby play, treatment of specific learning difficulties, family therapy and psychotherapy, thorough medical screening and exclusion of food intolerances, appropriate educational measures, family support, etc. It occupies a central place in the total package of measures that seem to be needed to help children with autistic behaviour. It should not be used by itself. It needs to be applied rationally with an understanding of its processes and effects. Proponents say "Used like this it is one of the most powerful, economical and effective actions that can be taken to help reduce autistic behaviour."
During holding therapy the parent attempts to make contact with the child in various ways. This may mean simply comforting a distressed child. But often the parent may hold the child for periods of time, even if the child is fighting against the embrace. The child sits or lies face to face with the parent, who tries to establish eye contact, as well as to share feelings verbally throughout the holding session. The parent remains calm and in control and offers comfort when the child stops resisting. Holding can be as short as a few minutes, but it can also last for hours at a time.
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