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•Severe autism
• Tested I.Q. of less than 30
• Mute/non-verbal
• No eye contact
• Moved away from any physical contact
• Spent my days performing repetitive behaviors:
Spinning plates (and other objects)
Rocking back and forth
Flapping my hands
Moving my fingers in front of my face
My P ro gnos is
Eventual institutionalization
In My Ow n Wo rld
What Di d My Pa ren ts Do ?
Ch ild F ac ilitator
Teaches students to Certific ation with
work directly
children and adults with varying
diagnoses
Create and sustain an attitude of hope and optimism about your child
Interventions for children with Autism:
Investigating the Son-Rise Program.
Kat Houghton, Charlie Lewis (Lancaster University, UK) and Cynthia Thompson (Northwestern University, USA)
Background Two outcome measures were used. Presented here are data New Coding System Results for Child 3
The Son-Rise Program is an autism intervention used in the UK derived from the ADOS (Lord et al, 2002) only. This is a semi- Child 3 used more varied and frequent types of
and the US that, in spite of abundant anecdotal data attesting to structured series of highly standardised opportunities for communication than Child 1 and so provided greater scope
its efficacy, has not been tested scientifically. Although created interaction designed to elicit social gestures from children. The for more in-depth analysis.
without exploiting a specific theoretical model, the program is current published coding protocol is not designed to support the Function of Communicative Acts
consistent with “coactive” theories of autism. The social- use of the ADOS as an outcome measure. Thus sessions were All communicative acts used by the child were coded as
orienting model of autism (Mundy, 1995) assumes a disturbance video recorded and later subjected to an additional coding being one of four possible functions (from Prizant et al,
in the predilection to spontaneously orient to (and process) protocol measuring the child’s social and communicative 1993):
social information. This lack of bias to social information impacts Function Description
behaviours to allow for more fine-grained analysis than the
how an infant participates in the social environment and
diagnostic coding system. Behaviour Adult used as a tool to meet
subsequent social learning and understanding, including the Regulation (br) child’s demands
increased language acquisition (Dawson, et al, 2004), social and Results Joint Attention
cognitive outcomes (Sigman & Ruskin, 1999) and processing of
To share attention about a object
or event
Presented here are the preliminary results from two children (ja)
Kassari, 1996). The Son-Rise Program aims to remediate but purpose is unclear
autism by directly increasing a child’s preference for social Child 3 showed an increase in use of communicative
ADOS as an Outcome Measure using published Coding
engagement. acts for the purposes of behavior regulation and joint
System and Diagnostic Algorithms for two study
participants. attention, and a decrease in use of communicative acts
Responsive vs. Initiated Communicative Acts
Hypothesis for social interaction or with an unclear purpose.
When the above data were further separated based on
Following this theory it was hypothesised that, following an whether the communicative act was either in response to
intensive period of Son-Rise Program intervention, children with an adult or was spontaneously initiated by the child we see
Typically developing
autism will show an increased preference for social orienting (and 0 the following:
possibly joint attention).
ASD Classification Child 3
7
Method
16 children with autism whose parents had already chosen to Autism Classification
12 Child 1
use the Son-Rise Program (and opted to travel to the USA for
intensive training) were selected. Children were age 7 or
Time 1 5-day BASELINE Time 2 5-day INTERVENTION Time 3
younger, did not have additional diagnoses and were PHASE PHASE
assessed as Module 1 on the Autism Diagnostic Observation Child 3 showed a positive change in diagnostic classification
Schedule (ADOS) (the lowest functioning level). A mixed when sessions were coded with the ADOS coding system.
between and within-subjects design was employed as shown Time 1 (pre-intervention) = 13 This shows that the observed increase in communicative
in Figure 1. Time 3 (post-intervention) = 9 acts for the purpose of behaviour regulation can be
Child 1 changed from a score of 20 to19. attributed to events where the child is responding to an
Figure 1. Experimental Design adult.
Family stays at Family stays at
Family arrives
at intervention
intervention center but no
intervention is provided
intervention center and
Son-Rise Program
New Coding System Results for Child 1
center intervention is provided Applying the new coding protocol illuminated other changes. The most obvious changes in initiated communicative acts
Treatment DAY 1 DAY 5 DAY 11 are 1) a decrease in unclear acts, and 2) an increase in
Group ADOS Using the new
BASELINE PHASE INTERVENTION PHASE
coding system
initiations of joint attention (2 increased to 16)
ADI-R ADOS ADOS
Vineland Other Other an increase in Discussion
Other Measures Measures
Measures
social behaviors These preliminary results suggest that the Son-Rise
can be seen for
Family stays at home, no professional Child 1. This
Program intervention, as hypothesised, leads to an
ADOS
intervention is provided. They travel to
local university for the assessments. child used no increase in social orienting and joint attention skills in
Control ADI-R ADOS other types of children with autism. Continued analysis is underway.
Group Vineland Other
Other Measures communication
Measures Child 1 in either test.
To fund one of our 3 studies, e-mail: KatHoughton@taconic.net
The Son-Rise Program is based
upon this simple idea:
• Repetitive
• Exclusive
Mothers imitated child for 20 minutes/day for 2 weeks Significant increases in duration of
gaze at mothers’ faces and creative toy play
2 groups of children for 3 sessions: 1 group imitated, 1 group adults tried to play with them
2nd session: Imitation group More time than the other children looking at adult, vocalizing
to adult, smiling at adult, and engaging in reciprocal play.
3rd session: Imitation group More time than the other children sitting closer to adult and
touching the adult.
Facil it ating SKILL ACQ UISIT IO N
By Ca pi ta liz ing O n Your Chi ld ’s O wn MO TIVA TIO N
Custom izing th e p rese nt ation of c urric ulum
to ma tc h your child ’s hig he st a rea s of inte rest
Motiva ti on i s th e Si ngl e La rg est
Factor f or Gr owth
• Typical academic settings: the teacher decides what and how the
class will learn The message: learn on my terms, not yours.
Generalization of skills
(instead of requiring a prompt or reward)
Backed B y P ub li shed St ud ies
Socialization goals
BEFORE
academic goals
Pri oriti ze inte rac tio n
over th e go al
Backed B y P ub li shed St ud ies
Not ju dging
where our c hild ren are today
wh ile be lievin g
the y ca n go
an yw here tomorrow
“Coul d we kis s the groun d tha t t he
ot hers ha d curs ed?” –
Barr y Neil Kauf man , Son -Rise : The Mirac le Cont inu es
The Key: Make you and your world attractive to your children.
Backed B y P ub li shed St ud ies
•Use The Son-Rise Program principles to: build trust, increase feelings of safety and control, reduce
over-stimulation, and increase satisfying social interaction and communication
•Dr. Faber: Found that joining, giving control, creating an environment free from over-stimulation, and
providing “emotionally-attuned intervention” stress hormones dropped into normal ranges
•Immune, digestive, neurological, and nervous system enters the Recovery Mode
•Biomedical interventions implemented with our children’s cooperation instead of resistance
•Also: Isms are a coping mechanism
• Entering our children’s world and building trust enter social and emotional Recovery Mode
opens the doorway to communication and socialization – with their permission and motivation
Th e S on-Ri se Pro gr am STAR T-U P
A we ek- long tra inin g prog ram f or paren ts and pro fe ssi onals
Create and sustain an attitude of hope and optimism about your child
The Son-R is e Pr ogr am Se que nc e
Provid ed f or Y ou Fr ee of Ch arge
Want the 2- hour
com pl ete vers io n of
thi s lecture on DVD ?
• Buy it at our booth –
from Kristin
You don’t ever have to apologize for hoping for your child.
The re is no “f al se” ho pe ! Let ’s gi ve our child ren a
ch an ce!
2080 S. Undermountain Road, Sheffield, MA 01257
1-877-SON- RI SE (413)- 229-2100
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