**Author details**

**Basics of ABA-based interventions A Psychosocial intervention (NICE,**

Monitoring A formalized assessment of skills (cognitive,

regular intervals;

built into the program;

Outcome targets Mainstreaming opportunities with typically

Parent involvement Parent training and family support are used;

provided;

families;

Staffing Collaboration of all team members is used;

troubleshoot;

Generalisation & Maintenance

258 Autism Spectrum Disorder - Recent Advances

**9. Conclusion**

language, socialization, adaptive behavior, fine and gross motor, and play) is conducted at

Data are recorded to monitor progress and to

Assessment results are used as a guide for planning what skills to teach next;

Integration of research and practice is used;

Generalization and maintenance of skills are

developing peers are built into the program; Transitional support is provided when the child leaves one program and moves to the next. The skills needed in the next situation are taught and support needed is considered;

Education about options for intervention is

Training is culturally acceptable to individual

Related services are included (i.e., speech, occupational therapy, adapted physical therapy,

In a recent review for the Canadian Medical Journal, [1] summed up the evidence for ABA-

Current best practices for preschool-aged children with ASD include a focus on improving language, cognitive and adaptive skills using applied behaviour analysis (ABA) techniques. Applied behaviour analysis refers to the application of empiri‐

and/or augmentative communication); Ongoing teacher/therapist training is included to consider what new and experienced

personnel need to know.

**Table 1.** Comparision of ABA-based interventions and NICE [64] recommendation

based intervention in ASD when they stated:

**2013)**

Aim to increase the parents', carers', teachers' or peers' understanding of, and sensitivity and responsiveness to, the child or young person's patterns of communication and interaction;

With parents, carers and teachers;

The intervention should be delivered

by a trained professional. For pre‑school children consider parent, carer or teacher mediation. For school‑aged children consider

peer mediation.

Karola Dillenburger\*

Address all correspondence to: k. dillenburger@qub. ac. uk

Centre for Behaviour Analysis, School of Education, Queens University Belfast, UK

Parts of this chapter were previously published in *National Association of Primary Care Review* (Spring/Summer 2012) p. 134-135.
