Here is a list of the different types of therapies and a description of each.
This information was taken form the First 100 days kit by Autism Speaks and Loyst website
Reference and Regulate (R&R)
R&R is an individualized, developmentally based curriculum which teaches social, cognition through naturally reinforcing play activities. R&R has been designed to connect with children so they are motivated to engage with us. The intervention takes into account a child's individual skills and challenges, likes and dislikes, to create activities that they enjoy. As they develop rapport with the child by engaging in activities they enjoy, they begin to subtly manipulate the "games" to teach them some of the skills they missed along the way. The child perceives that they are playing with them, but in actual fact they are learning the skills which in turn will help them learn for themselves.
R&R is an individualized, developmentally based curriculum which teaches social, cognition through naturally reinforcing play activities. R&R has been designed to connect with children so they are motivated to engage with us. The intervention takes into account a child's individual skills and challenges, likes and dislikes, to create activities that they enjoy. As they develop rapport with the child by engaging in activities they enjoy, they begin to subtly manipulate the "games" to teach them some of the skills they missed along the way. The child perceives that they are playing with them, but in actual fact they are learning the skills which in turn will help them learn for themselves.
Speech and Language Therapy (SLT)
Speech-Language Therapy encompasses a variety of techniques and addresses a range of challenges for children with autism. For instance, some individuals are unable to speak, others seem to love to talk. They may have difficulty understanding information or they may struggle to express themselves. SLT is designed to coordinate the mechanics of speech and the meaning and social value of language. An SLT program begins with an individual evaluation by a speech-language pathologist. The therapy may then be conducted one -on-one, in a small group or in a classroom setting.
The therapy may have different goals for different children. Depending on the verbal aptitude of the individual, the goal might be to master spoken language or it might be to learn signs and gestures to communicate. In each case, the aim is to help the individual learn useful and functional communication.
Speech-Language Therapy encompasses a variety of techniques and addresses a range of challenges for children with autism. For instance, some individuals are unable to speak, others seem to love to talk. They may have difficulty understanding information or they may struggle to express themselves. SLT is designed to coordinate the mechanics of speech and the meaning and social value of language. An SLT program begins with an individual evaluation by a speech-language pathologist. The therapy may then be conducted one -on-one, in a small group or in a classroom setting.
The therapy may have different goals for different children. Depending on the verbal aptitude of the individual, the goal might be to master spoken language or it might be to learn signs and gestures to communicate. In each case, the aim is to help the individual learn useful and functional communication.
Occupational Therapy (OT)
Occupational Therapy brings together cognitive, physical and motor skills. The aim of OT is to enable the individual to gain independence and participate more fully in life. For a child with autism, the focus may be on appropriate play, learning and basic life skills.
An OT will evaluate the child's development as well as the psychological, social and environmental factors that may be involved. The therapist will then prepare strategies and tactics for learning key tasks to practice at home, in school and other settings. Goals of an OT program might include independent dressing, feeding, grooming and use f the toilet and improve social, fine motor and visual perceptual skills.
Occupational Therapy brings together cognitive, physical and motor skills. The aim of OT is to enable the individual to gain independence and participate more fully in life. For a child with autism, the focus may be on appropriate play, learning and basic life skills.
An OT will evaluate the child's development as well as the psychological, social and environmental factors that may be involved. The therapist will then prepare strategies and tactics for learning key tasks to practice at home, in school and other settings. Goals of an OT program might include independent dressing, feeding, grooming and use f the toilet and improve social, fine motor and visual perceptual skills.
Floortime (DIR)
Floortime is a specific therapeutic technique based on the Developmental Individual Difference Relationship Model (DIR) developed in the 1980s by Dr. Stanley Greenspan. The premise of Floortime is that an adult can help a child expand his circles of communication by meeting him at his developmental level and building on his strengths. Therapy is often incorporated into play activities - on the floor.
The goal of Floortime is to help the child reach six developmental milestones that contribute to emotional and intellectual growth: 1. Self regulation and interest in the world 2. Intimacy or a special love for the world of human relations 3. Two-way communication 4. Complex communication 5. Emotional ideas 6. Emotional thinking.
In Floortime, the therapist or parent engages the child at a level the child currently enjoys, enters the child's activities, and follows the childs lead. From a mutually complex interactions, a process known as "opening and closing circles of communication." Floortime does not separate and focus on speech, motor, or congnitive skills but rather addresses these areas through a synthesized emphasis on emotional development. Floortime is considered an alternative to and is sometimes delivered in combination with behaviour therapies.
Floortime is a specific therapeutic technique based on the Developmental Individual Difference Relationship Model (DIR) developed in the 1980s by Dr. Stanley Greenspan. The premise of Floortime is that an adult can help a child expand his circles of communication by meeting him at his developmental level and building on his strengths. Therapy is often incorporated into play activities - on the floor.
The goal of Floortime is to help the child reach six developmental milestones that contribute to emotional and intellectual growth: 1. Self regulation and interest in the world 2. Intimacy or a special love for the world of human relations 3. Two-way communication 4. Complex communication 5. Emotional ideas 6. Emotional thinking.
In Floortime, the therapist or parent engages the child at a level the child currently enjoys, enters the child's activities, and follows the childs lead. From a mutually complex interactions, a process known as "opening and closing circles of communication." Floortime does not separate and focus on speech, motor, or congnitive skills but rather addresses these areas through a synthesized emphasis on emotional development. Floortime is considered an alternative to and is sometimes delivered in combination with behaviour therapies.
Relationship Development Intervention (RDI)
RDI is a system of behaviour modification through positive reinforcement. RDI was developed by Dr. Steven Gutstein as a parent-based treatment using dynamic intelligence. The goal of RDI is to improve the individuals long-term quality of life by helping them improve their social skills, adaptability and self-awareness. The six objectives of RDI are: 1. Emotional Referencing: The ability to use an emotional feedback system to learn from the subjective experiences of others. 2. Social Coordination: The ability to observe and continually regulate one's behaviour in order to participate in spontaneous relationships involving collaboration and exchange of emotions. 3. Declarative Language: Using language and non-verbal communication to express curiosity, invite others to interact, share perceptions and feelings and coordinate your actions with others. 4. Flexible thinking: The ability to rapidly adapt, change strategies and alter plans based upon changing circumstances. 5. Relational Information Processing: The ability to obtain meaning based upon the larger context; solving problems that have no "right-and-wrong solutions. 6. Foresight and Hindsight: The ability to reflect on past experiences and anticipate potential future scenarios in a productive manner.
The program involves a systematic approach to working on building motivation and teaching skills, focusing on the child's current developmental level of functioning. Children begin work in a one-on-one setting with a parent. When they are ready, they are matched with a peer at a similar level of relationship development to form a "dyad". Gradually additional children are added to the group and the number of settings in which children practice in order to help the child form and maintain relationships in different contexts.
RDI is a system of behaviour modification through positive reinforcement. RDI was developed by Dr. Steven Gutstein as a parent-based treatment using dynamic intelligence. The goal of RDI is to improve the individuals long-term quality of life by helping them improve their social skills, adaptability and self-awareness. The six objectives of RDI are: 1. Emotional Referencing: The ability to use an emotional feedback system to learn from the subjective experiences of others. 2. Social Coordination: The ability to observe and continually regulate one's behaviour in order to participate in spontaneous relationships involving collaboration and exchange of emotions. 3. Declarative Language: Using language and non-verbal communication to express curiosity, invite others to interact, share perceptions and feelings and coordinate your actions with others. 4. Flexible thinking: The ability to rapidly adapt, change strategies and alter plans based upon changing circumstances. 5. Relational Information Processing: The ability to obtain meaning based upon the larger context; solving problems that have no "right-and-wrong solutions. 6. Foresight and Hindsight: The ability to reflect on past experiences and anticipate potential future scenarios in a productive manner.
The program involves a systematic approach to working on building motivation and teaching skills, focusing on the child's current developmental level of functioning. Children begin work in a one-on-one setting with a parent. When they are ready, they are matched with a peer at a similar level of relationship development to form a "dyad". Gradually additional children are added to the group and the number of settings in which children practice in order to help the child form and maintain relationships in different contexts.
Applied Behavioural Analysis (ABA)
Behavior analysis is a scientifically validated approach to understanding behavior and how it is affected by the environment. In this context, “behavior” refers to actions and skills. “Environment” includes any influence – physical or social – that might change or be changed by one’s behavior. On a practical level, the principles and methods of behavior analysis have helped many different kinds
of learners acquire many different skills – from healthier lifestyles to the mastery of a new language. Behaviour analysis focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When a behaviour is followed by some sort of reward, the behaviour is more likely to be replaced.
ABA targets the learning of skills and the reduction of challenging behaviours. Most ABA programs are highly structured. Targeted skills and behaviours are based on an established curriculum. Each skill is broken down into small steps and taught using prompts that are gradually eliminated as the steps are mastered. The child is given repeated opportunities to learn and practice each step in a variety of settings. Each time the child achieves the desired result, he or she receives positive reinforcement, such as verbal praise
or something else that the child finds to be highly motivating, like a small piece of candy. ABA programs often include support for the child in a school setting with a one-on-one aide to target the systemic transfer of skills to a typical school environment. Skills are broken down into manageable pieces and built upon so that a child learns how to learn in a natural environment. Facilitated play with peers is often part of the intervention. Success is measured by direct observation and data collection and analysis – all critical components of ABA. If the child isn’t making satisfactory progress, adjustments are made.
Behavior analysis is a scientifically validated approach to understanding behavior and how it is affected by the environment. In this context, “behavior” refers to actions and skills. “Environment” includes any influence – physical or social – that might change or be changed by one’s behavior. On a practical level, the principles and methods of behavior analysis have helped many different kinds
of learners acquire many different skills – from healthier lifestyles to the mastery of a new language. Behaviour analysis focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When a behaviour is followed by some sort of reward, the behaviour is more likely to be replaced.
ABA targets the learning of skills and the reduction of challenging behaviours. Most ABA programs are highly structured. Targeted skills and behaviours are based on an established curriculum. Each skill is broken down into small steps and taught using prompts that are gradually eliminated as the steps are mastered. The child is given repeated opportunities to learn and practice each step in a variety of settings. Each time the child achieves the desired result, he or she receives positive reinforcement, such as verbal praise
or something else that the child finds to be highly motivating, like a small piece of candy. ABA programs often include support for the child in a school setting with a one-on-one aide to target the systemic transfer of skills to a typical school environment. Skills are broken down into manageable pieces and built upon so that a child learns how to learn in a natural environment. Facilitated play with peers is often part of the intervention. Success is measured by direct observation and data collection and analysis – all critical components of ABA. If the child isn’t making satisfactory progress, adjustments are made.