Intensive interaction and PECS - autism

[Thomasthetank]

Hi, I wondered if anyone has any experience of using intensive interaction with toddlers. Our 2 year old is at the start of the assessment process for autism/ASD and has poor speech and very little comprehension of our speech. At our initial speech therapy appointment today it was recommended that we carry out a process called Intensive Interaction with him; I've ordered some books from the library on this but wondered if anyone has used it with young children.

On observing him, the speech therapist felt that he was very firmly in his own little world for most of the time unless I was doing something he was very interested in at which point he would join in with me. She felt that he didn't understand what communication is in terms of maintaining eye contact, taking turns, copying etc and until he understands this, he won't start to try to interact more fully. Although she couldn't say much, her opinion was that he was showing many behaviours that were consistent with autism.

It was also felt that he will benefit from using PECs to help him understand what is happening around him, eg, out in car, dinner time, bath time and also to help him tell us what he wants. We're on the waiting list for this but it is unlikely to be for another 4-6 months as the list is long. Has anyone taught themselves PECs? I'm not sure if the resources are something I can buy myself or if they're ridiculously expensive or only available from professionals. We are hoping to apply for DLA for him in a few months once we've got some reports and assessments to back up our application and then hopefully could use that money to fund private speech therapy perhaps on a fortnightly basis(it seems that the NHS speech therapy isn't going to be more than a session every couple of months even once we get to the top of the list). If anyone has ex

'the idea is that if a child won’t share attention with you then they are unlikely to communicate using PECS'

Absolutely. Also they won't if they aren't understanding the benefit of them, or the meaning attributed to the pictures by the other person.

This is all factored into the very gradual methodology that begins by careful evaluation of what motivates the child and how to ensure the child knows they have access to it in abundance. Handing over a card for some children can require a number of prerequisite steps.

But professionals spread evidence-based theories around but versions of them that are nonsense.

My verbal son, in the 10minute snack time as a break from various dubious patronising activities, asking for a biscuit in full sentence and being refused on the basis that he didn't hand over a card, which he then did but because it was a picture of a crisp was given a crisp, which he doesn't like.

When I told the SALT this it was explained to me that he needs to work on his discrimination.

The only thing that was taught there was that I should not go back.

MY DS is my evidence. At his MTA when observed by the psychologist and SALT he did not look at anyone or let anyone play with him, turning his back on them or moving himself away. He was silent unless someone tried to touch him and then he would growl. He did not focus on one toy and moved around the room as if the adults were furniture. It was heart breaking and it was only then that I realised the severity of DS' autism. They also suggested he could have learning difficulties such was his presentation.

I've watched him go through the sessions and therefore I have empirical results. What works for one child will not necessarily work for another. My background is in academic research - I'm the last person to accept something as truth just because another person says it to be so. The OP asked about II but it seems that I'm the only one to have anything good to say about it!

Thank you JJ for telling me about your son, it sounds like the programme made a huge difference to getting things started with him and the course progress reminds me a bit of the autism/suspected autism toddler group we attend with our little boy run at a specialist autism school. I'm totally new to all this and haven't got a clue what system they use at the group but I've noticed in the two months that we've been attending a huge change in him when he is there. He is allowed to do whatever he wishes (unless dangerous obviously) but is encouraged to try new things out even if only for half a minute and given lots of praise and cuddles for doing so. The last two sessions he spent a good ten minutes concentrating on decorating a biscuit (which mainly involved eating a handful of chocolate drops for every one put on the biscuit) and then about five minutes putting cheese and toppings on his own pizza (again whilst eating handfuls of cheese). His concentration overall seems to be slowly improving when the task interests him (or involves favourite foods!).

Yes, they started DS on his workstation at nursery doing preferred tasks and then moved him on to less preferred tasks which were adult-led. I'm pleased you have a support group already as hopefully that means that once there is a diagnosis he will get even more help.

ABA is very popular on this board but it is something I know nothing about. What I do know is that the NHS and LEAs are suspicious of it (I suspect that has something to do with its cost and nothing to do with its empirical results) and it will not be the first line treatment you are offered and it you want it you will have to fight hard - it's ridiculous that people here are having to pay out of their own pockets for an intervention that helps their children - DLA is meant to help with care and mobility needs and not provide educational assistance which is a right in this country. So read around the literature and see what you think is best for your DS.

Please contact DLA and ask for a form today - use the cerebra guide to fill it in. It has made a huge difference to our lives.

ABA costs less over a lifetime and there is now evidence that it is significantly more effective to use the same money you would on non-ABA therapies, on ABA.

Staff are suspicious because they don't understand it and haven't been trained in it and take it as criticism when parents want something they don't offer, not to mention trigger fear for their loss of credibility and ultimately their jobs. It is also a lot harder to deliver such specifically tailored provision than to offer services such as 'monitoring', 'observations', 'meetings', 'provision maps' etc.

Thomas I will pm you with fees etc

Thank you all, it is really appreciated. I've watched the video link posted with the twins and it seemed really logical the way it was carried out. I will ask at his autistic toddler group next week if staff know of any ABA tutors in this part of the uk (NE).

It's something we're going to start doing at home with him while we try to get things organised - sitting him at a toddler table to do a short task such as a puzzle or shape sorter (tasks he enjoys) and rewarding him straight away afterwards. I was an early years teacher for 10 years in a primary school and ABA seems to have lots of similarities with things we did with children who came with poor skills (short activity with lots of modelling, instant reward). He loves fiddling with buttons/pom poms so will use a big jar of these as the motivator for him. Hopefully we can then build up to short tasks that challenge him a bit more. It was really useful to watch how they actually made the child point to one of two toys by moving their fingers into a point and then moving the point to the object. This is something we'll try as DS doesn't point and hopefully over time he will learn that a point means getting what he wants; it would make a huge difference for him to be able to express his own choices.

I've googled books on Amazon and there are quite a few ABA books. Does anyone have a particular favourite? I'm going to buy the one linked to at the start of the thread but if there are any other useful ones, I will get those too.

I'm also going to film him at home to show our starting point with him and any progress made, particularly how the teaching to point goes.

Thank you for sending the fees Agnes.

Moondog recommended 'Motivation and Reinforcement ' by Robert Schramm and I would second that.

In terms of finding any ABA consultant I would suggest you search on the BCBA website for someone certified in your area. Also ask on the ABA Yahoo group.

Whereabouts in the NE are you? PM me if you'd rather not say on here as we are also in the NE.