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Description
Various studies show that teachers are in dire need of a science-based, tailored methodology how to work with children with autism spectrum disorders (ASD). They do not have the knowledge to educate them and involve them in the educational process. Children with ASD (and their families) do not receive any science-based methodology, funded by the state, which would help to reduce the symptoms of their disorders and enable them to integrate rather than be isolated by allocating them to the schools with special needs. The accessibility of the needed literature in the mother language is an important factor in helping parents and teachers to educate these children as well.
The aspiration of the project is to apply the ABA methodology to children, youngsters with autism spectrum disorders in order to reduce the signs of autism or other developmental disorders by increasing social integration and full inclusion in the education system. There are two main actions to achieve this ambition -
application of ABA therapy to a ASD child in his natural environment (including family), as well as intense training based on ABA methodology for teachers and their assisting aid. These actions will create a team consisting of pedagogue, his assistant, the child and his family, that is backed by ABA methods and can be most effective in educating self supporting skills, language, communication, play, reading, mathematics, writing skills, as well as in shaping the proper behavior – anger control, good manners and responsible behavior in public, discreet conduct in foreign circumstances.
Also the project is expected to contribute to the requirements set by the Lithuanian Law on Education for general education institutions to involve all children and young people with special needs in the educational process and most importantly to provide special knowledge to teachers.
Summary of project results
Various studies show that Lithuanian teachers lack a scientifically based, adapted methodology for working with students with Autism Spectrum Disorder (ASD). There is no approved methodology in Lithuania for reducing the symptoms of ASD in children, and they could be integrated rather than isolated by being assigned to special schools. The availability of the necessary literature in the mother tongue is an important factor that helps parents and teachers to educate such children as well.
The goal of the project was the versatile application of Applied Behavior Analysis (ABA) methodology to children and young people with ASD, in order to reduce the symptoms of autism or other developmental disorders, increasing social integration and full inclusion in the education system.
To achieve the project goal, the promoter “ISADD Lietuva” worked in two directions: 1) application of ABA therapy to a child or young person with ASD in their natural environment (including the family), 2) training for educational specialists, pedagogues, their assistants according to the ABA methodology, working with children with ASD.
Education specialists, pedagogues and their assistants from the small and medium-sized municipalities of Lithuania (Varėna, Trakai, Šiauliai, Šilutė, Prienai, Jurbarkas, Jonava, Birštonas, Kelmė districts and Palanga) were trained, and they were given the application of the ABA methodology theoretical and practical knowledge.
Based on the ABA methodology, educational teams of each child who participated in the project were assembled, consisting of a teacher, his assistant and child‘s family.
Psychological support was provided to parents and guardians of children with ASD, too.
Project target groups: children and young people with ASD and other developmental disorders, their families, classmates, educators and other professionals working with children and young people with ASD, the community.
Special knowledge and psychological support were provided to educators and family, people close to the child with ASD.
During the implementation of the project, applying the ABA methodology, children''s independence, their speaking, communication, playing, reading, math, and writing skills were effectively developed, and appropriate behavior was formed: anger control, polite and responsible communication in society, safe behavior in unfamiliar surroundings.