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Teaching “What to do”: Effective Autism Intervention

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By Venita Litvack, MA, CCC-SLP, and Kimberly Tice, MS, CCC-SLP

Consider this: You’re driving in traffic, it starts raining, and you can barely see in front of you. Your music is blasting so your turn it down to focus on driving. Your brain can only process so much sensory input at a time. In this scenario, your visual and auditory sensory systems are overloaded, so you eliminate one (auditory) to focus on the other.

This is what it’s like for someone with autism who has difficulty processing sensory information—even in everyday environments. Imagine how that can be amplified for someone who does not know why it is happening or how to communicate how he or she is feeling. This can often lead to anxiety and an undesirable response.

The newest studies will tell you that 1 in 68 children are now born with autism. This is a jaw-dropping increase from the statistics dating from the year 2000, when the CDC reported autism occurring in only 1 of 150 births. According to the Autism Society, this is the fastest growing developmental disability, with about one percent of the world’s population currently having a diagnosis.

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Venita Litvack, MA, CCC-SLP, has significant experience providing services to individuals with autism spectrum disorders in a variety of settings as an Applied Behavioral Analysis assistant and speech-language pathologist. She also co-authored the Lou Knows What to Do social book series.

Kimberly Tice, MS, CCC-SLP, is a certified speech and language pathologist and teacher. Her career has focused on providing intervention in the areas of language, learning, literacy, and feeding to individuals with Autism Spectrum Disorders. She also co-authored the Lou Knows What to Do social book series.

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