When designing, implementing, and evaluating programs for children who experience the problems of Autism, the first step is to have a well organized structure around which other Autism Interventions can be defined.

The first Autism Intervention is environmental management, or physical structure. The room needs to have well defined areas that are set up for specific activities. For example, there should be individual work stations for each student, a place for individual schedules (aka transition area), a place for small group activities, quiet reading, etc. These areas should be visually delineated with rugs, furniture, and other visual systems defining the boundaries of a given area and the expected behaviors, tasks, or activities that will occur in each. If the classroom is small, one area could serve multiple purposes by using table clothes or other flexible objects that can indicate which are is designated for the particular activity, (e.g., an area is for snack vs. small group, etc.)

The second important Autism Intervention involves creating a clear, understandable schedule for students and staff. The student’s schedule should be posted at eye level so that it can be manipulated throughout the day. It should use the appropriate level of symbols that is required by each individual student. For instance, an extremely challenged student may have an object schedule, where a youngster who is able to read may have a written word schedule. Individual schedules help students predict what comes next quickly, reducing anxiety and helping to create boundaries that may not be internalized as yet.

The third important area of Autism Intervention is to provide the necessary adult to student ratio. When all of the students are relatively stable behaviorally and have verbal language, three students to one adult may be sufficient. If the classroom experiences significant behavior challenges, however, 2:1 or even 1:1 supervision and support may be necessary.

The fourth area of Autism Intervention is that the child is being supported in the area of communication and language. These social deficits are at the core of this disability, and MUST be address even when students have verbal language. It is often pragmatic language problems that are at the root of behavior problems for these youngsters who experience high functioning autism or Asperger’s Disorder.

The fifth area of Autism Intervention that must be addressed is accurate data collection. Many times progress appears to be slow and inconclusive. With appropriate data collection systems and methods, progress and outcomes of Autism Interventions should be easily communicated to parents and IEP team members alike.

The success of all other individualized Autism Interventions depends upon the above five.