Addressing the Challenges of Autism: Research Findings and
and Classroom Instruction: Intervention
In this section, we discuss a well-known behavioral intervention
strategy typically referred to as the "Lovaas Method."
Strictly speaking, the Lovaas Method is only one example of an
Intensive Behavioral Treatment model.
Lovaas Method is a well-known intervention technique implementing
strategies of intensive behavioral treatment.
Lovaas developed this intervention strategy in the psychology
department at the University of California at Los Angeles (UCLA).
Lovaas Behavioral Intervention program focuses
on improving social, language, and pre-academic skills, particularly
for children under the age of 5 years.
generally commit to 40 hours of therapy a week for at least
teacher typically works one-on-one with a child five to seven
days a week. During every teaching session, the teacher uses strategies
that encompass the basic tenets of operant learning (shaping,
training). The teacher focuses specifically on the child’s
behavior. Each skill is divided into small steps for the child
to learn. The teacher gives an instruction, provides assistance,
and gives positive reinforcement when the child provides the correct
response. The teacher begins by focusing on such skills as learning
to listen, watch, and imitate. As the child progresses, the teacher
helps the child combine skills and use new skills in diverse settings.
the day, the teacher allows the child to have breaks between tasks
to play games, eat snacks, or go outside. In addition to providing
time away from structured teaching, these breaks allow the child
the opportunity to generalize newly learned skills. The teacher
records the child’s response during every lesson to later review
the child’s progress. By ignoring aggression and encouraging socially
acceptable behaviors, the teacher helps the child develop more
socially acceptable behavior.
teacher explains things clearly so that the child will better
understand the environment. The Lovaas method assumes that children
with autism frequently throw tantrums when they are confused or
when they are frustrated with their inability to communicate.
In order to eliminate inappropriate behaviors, the teacher reinforces
socially appropriate behaviors and prompts children to respond
correctly while communicating with others. The teacher never reinforces
problem behavior. By redirecting a child, the teacher encourages
the student to focus on the given task.
on the Efficacy of Intensive Behavioral Treatment
method works well with children who are younger than 5 years old.
show that children can make significant gains in IQ and in communication
skills. According to Lovaas, some children have achieved normal
levels of intellectual and educational functioning.
children continue to have trouble in areas such as social interaction.
This is partially due to the one-on-one nature of therapist to
child interaction during behavioral therapy.
Lovaas method encourages parent participation in the education
of children. After observing teaching sessions, parents have the
opportunity to use the same teaching strategies at home.
(1987) found that behavioral therapy produced significant
gains in 19 children with autism, as compared with the 19 children
in a control group. Although 47% of the children who received
behavioral therapy achieved normal intellectual and education
functioning by first grade, only 2% of the control group made
significant gains. Forty percent (40%) of the children who received
behavioral therapy were mildly retarded and only 10% were profoundly
retarded. In contrast, 45% of the control group were mildly retarded
and 53% were severely retarded.
Smith, and Lovaas (1993), in a follow-up study to
Lovaas (1987), found that behavioral therapy produced long-lasting
and significant gains in the 19 children with autism, as compared
with the 19 children in a control group. At a mean age of 11.5,
the children in the treatment group scored higher on IQ tests
and were placed less restrictively into school classrooms than
the children in the control group. Eight of the 19 children in
the treatment condition achieved scores typical of average children
on intelligence tests and adaptive behavior evaluations. Follow-up
studies showed that the treatment group preserved its gains over
time. Children who had achieved the most success by first grade
had the best outcomes in follow-up studies.
and Graupner (1999) demonstrated that behavioral treatment
could be implemented outside of a university setting. Eight of
the 24 children given behavioral treatment achieved IQs in the
average range after one year of treatment. These children also
showed improvements in adaptive skills and language skills, as
compared with 43 students from the local public school in the
(1999) found that the 12 children given behavioral treatment
scored higher on global IQ, language, and communication skills,
as compared with the 10 children in a control group. At follow-up,
8 of the 12 children who received behavioral treatment scored
within the normal range of intellectual functioning.