Autism Spectrum Disorders (ASD) impact three essential human behaviors: the ability to learn; the ability to communicate; and the ability to relate to others. These disorders often have a lifelong impact on a child's ability to develop meaningful relationships, to learn to care for themselves independently and to be participating and productive members of their community. Often the autism spectrum is accompanied by other developmental delays such as mental retardation and language delay. Currently the most effective form of treatment of Autism Spectrum Disorders is education of the child, the parents and the educators (National Research Council, Educating Children with Autism, April, 2002).

The Pilgrim Area Collaborative has been providing educational services to children with autism spectrum disorders for over twenty-five years. Since the manifestation of autism spectrum disorders vary greatly in severity of symptoms and the presence of additional disabilities, the PAC chooses an eclectic service delivery model that includes a variety of teaching approaches supported by the latest research in the literature. This eclectic approach allows for individualization of services that meet the unique needs of each child and fits the contexts of the child's circumstances. In an effort to achieve our mission of serving students in the least restrictive environment, the PAC has also collaborated with and consulted to the member district staff members who teach children with ASD in general education classrooms or in district programs.

There is a great deal of controversy about which teaching approach or program model is most effective with students with ASD because the research does not provide a clear and direct relationship between specific intervention techniques and children's progress. However, there is general agreement about some important features of effective programs. These include:

* Early intervention;
* At least 25 hours per week of intensive instruction (which may take place in different locations);
* Year round structured programming; and
* Systematically planned and developmentally appropriate educational activities, which focus on identified goals and objectives.

Appropriate long-range goals for children with ASD should include helping children to reach their potential in personal independence and social responsibility. Educational programming needs to focus on teaching children social and cognitive skills, verbal and non-verbal communication, adaptive skills, socially appropriate behavior and helping them to generalize their skills across many environments (Concepts derived from National Research Council, Educating Children with Autism, 2002).

"Families represent the most powerful and pervasive influence that a child will ever experience" (1997, Journal of Early Intervention, Providing individual supports to young children with autism and their families, 21 (1) pp). It is important therefore that parents become actively involved in educating their children and that parents become empowered to teach their children new skills at home and to learn to deal with behavioral issues that may arise.

The extended supports provided by the PACES staff are designed to supplement the child's school program and facilitate the learning process across environments. Services provided by PACES are included in the student's Individualized Educational Program (IEP) and review meetings are held periodically to evaluate progress, adjust goals and reassess needs and priorities. These services may be provided to the student in the form of direct instruction and/or behavioral intervention. Services provided to parents and caregivers are typically in the form of specific training and consultation so that they may be active participants in their children's educational program. Training and consultation to school personnel is also provided to ensure consistency and carryover.

Initially a needs assessment is completed with the family.
This may include formal and informal assessment instruments such as:

* Developmental checklists;
* Interviews with parents and school staff;
* Functional behavioral assessments; and
* Home and school observations.

The goal of the needs assessment is to identify specific areas of need and develop priority goals and objectives for both the student and the family.

An array of support services is available to families through the PACES Home Support program which are designed to equip parents with the skills needed to effectively support their children in the home and community. These may include a home instruction program for students and /or training and consultation to parents in the areas of functional language skills, play skills, personal care skills, behavior regulation and community skills. A treatment plan is developed for each student and family that includes recommended goals and objectives, a timeline for the training and support and desired outcomes for the child and family. The ultimate goal of the home program of direct instruction and/or parent training is to give students the skills to learn in the home and community setting and to give parents/caregivers the skills to facilitate this learning.