Did you get a full copy of the report?
Yale Developmental Disabilities Clinic
http://medicine.yale.edu/childstudy/index.aspx#prognosis
What is the prognosis for my child with autism/Pervasive Developmental Disorder (PDD)?
Clearly it is impossible to make a generalization about how any individual child will grow and progress. All children continue to develop, despite delays or the presence of deviant behaviors. Information that we have currently about the progress of adults with autism is based on the treatments these individuals received twenty or thirty years ago. Our knowledge base about what educational strategies are most effective with these children has increased tremendously over the last ten to twenty years. A child diagnosed with autism will receive much different intervention beginning at an earlier age than was possible many years ago. This means each child's chances for remediating behavior are greater today than years ago.
What is the best intervention for my child with autism/Pervasive Developmental Disorder (PDD)?
Although it has no cure, autism does respond to behavioral and educational treatment. Research suggests that early intervention is especially effective in achieving growth in cognitive and communication skills. There are a variety of intervention programs that have been designed specifically to work with children with autism. Parents may hear that one or another of these (such as "Floor Time," "FastForWord," "ABA," "Auditory Integration Training," or "Social Stories") is THE intervention that a child must have to make progress. Unfortunately, there is little evidence to support the claim that any one intervention program will guarantee progress for all children with autism. Like children everywhere, children with autism differ from each other. Like all children, they differ in terms of their IQs, their interests, their strengths, and their educational needs. An intervention program must be individually designed, with the help of experienced professionals, so that it is tailored to the strengths, interests and needs of each child with autism. In general, operant behavioral programs, such as ABA, are often helpful in initiating behaviors the child does not show spontaneously. But operant programs will need to be supplemented by more naturalistic approaches that encourage the child to use newly learned behaviors in real life situations. Successful intervention programs usually involve a mix of highly structured and more naturalistic activities and have the following properties:
Individualized
Specialized curriculum for children with autism
Strong communication component
Family involvement
Systematic, structured teaching
Intensity of engagement (at least 20 hours/week)
Developmentally appropriate practice
Some contact with typical peers
Parents should be wary of any intervention that promises a cure or suggests that its method is the only effective approach. Parents should also suspect any program that requires parents to personally pay high fees. Children with autism are entitled to public educational services and legitimate services should be provided by public agencies. Parents should not be obligated to pay for educational services themselves.
Next Steps - A Guide for Families New to Autism by Autism Society of America
https://web.archive.org/web/20090419030104/http://www.autism-society.org/site/DocServer/nextsteps06.pdf?
How Can Autism
Be Treated?
There is currently no cure for
autism. However, continued
research has provided a clearer
understanding of the disorder
and has led to better treatments
and therapies. Studies have
shown that appropriate educational
intervention can lead to better
outcomes for children with autism.
Early intervention can significantly
improve the quality of life for
individuals with autism, however,
the majority of individuals with
Autism Spectrum Disorders (ASD) will continue to exhibit
some symptoms in varying
degrees throughout their lives
and may require lifelong care
and supervision.
The most effective programs share
an emphasis on early, appropriate,
and intensive intervention.
From US Dept of Education
http://www.ed.gov/legislation/FedRegister/announcements/2006-4/111706c.html
Autism Spectrum Disorders (ASD) is a complex developmental disability that affects individuals
in the areas of communication and social interaction. In addition,
unusual learning, attention, and sensory processing patterns are often
present. Autism Spectrum Disorders (ASD) includes autistic disorder, pervasive developmental
disorder--not otherwise specified (Pervasive Developmental Disorder (PDD)-not otherwise specified, including atypical autism),
and Asperger disorder. The increased number of children diagnosed with
Autism Spectrum Disorders (ASD) is a serious concern for families, service providers, and policy-
makers, as existing education and other service delivery systems
struggle to respond to the educational and other service needs of this
population in a comprehensive manner.
The increased incidence of Autism Spectrum Disorders (ASD) among children has greatly increased
the demands placed on early intervention and educational systems due to
the complexity of Autism Spectrum Disorders (ASD), including the unique ways children with Autism Spectrum Disorders (ASD)
process and respond to information, the variability of how Autism Spectrum Disorders (ASD) affects
each child, and the often extreme and unusual communication and
socialization challenges of children with Autism Spectrum Disorders (ASD).
Results from Office of Special Education Programs' (OSEP) funded
projects and related research have demonstrated that children with Autism Spectrum Disorders (ASD)
who receive intensive early intervention and educational services from
skilled personnel often make very significant functional improvements.
A growing body of intervention and service research points to the need
for greater use of evidence-based practices by school and early
intervention personnel.
We'll be hovering over your shoulder.
