Autism is a neurologically based developmental disorder that makes learning very difficult. Many children with autism do not learn through imitation, they do not “pick up” speech through exposure to language, they do not independently eat a variety of healthy foods, they do not learn from their brothers and sisters how to play with toys, or make friends, or enjoy the company of their families. All these skills must be specifically and carefully broken down into small steps and taught.
     Autism is a called a spectrum disorder because people with autism display a wide range of skills and skill deficits. They are at the same time remarkably different and remarkably similar. Each child with autism has unique educational needs and challenges; educators must tailor their teaching to those specific needs. In our school program we know that each child with autism is capable of learning, and we use the science of behavior analysis to teach both foundational and sophisticated skills as well as to assess the effectiveness of our individualized instructional programs.
     Although it is not clear why, NJ Department of Education data clearly document that there are more school aged New Jersey children with autism diagnoses than ever before. Whether this rise reflects a genuine increase in incidence, a change in diagnostic criteria, or something else has not yet been fully explained. But what is now clear, after thirty years of applied research, is that children with autism are capable of learning and developing repertoires of functional behaviors. The science of applied behavior analysis provides the means for effective teaching of individuals with autism spectrum disorders. The accumulated research documents that behavioral intervention and technologies have the potential to dramatically and permanently improve the lives of people with autism.

Suggested Reading List
Activity Schedules for Children with Autism, Teaching Independent Behavior, Lynn E. McClannahan, PhD, and Patricia J. Krantz, PhD (Woodbine House, 1999.)

Behavioral Intervention for Young Children with Autism, Catherine Maurice, Gina Green and Stephen C. Luce (Pro-Ed, 1996.)

Behaviorspeak: A Glossary of Terms in Applied Behavior Analysis, Bobby Newman, Kenneth F. Reeve, Sharon A. Reeve and Carolyn S. Ryan (Dove and Orca, 2003.)

Let Me Hear Your Voice, Catherine Maurice (Ballantine Books, 1994)

Preschool Education Programs for Children with Autism, Second Edition, Jan S. Handleman and Sandra L. Harris, Eds. (Pro-Ed, 2001.)

Right From the Start, Behavioral Intervention for Young Children with Autism, Sandra L. Harris, PhD, and Mary Jane Weiss, PhD (Woodbine House, 1998.)

Siblings of Children with Autism: A Guide for Families, Sandra L. Harris (Woodbine House, 1994.)

When Everybody Cares: Case Studies of ABA with People with Autism, Bobby Newman (Dove and Orca, 1999.)

Links
New Jersey Center for Outreach Services to the Autism Community: http://www.njcosac.org/cosacindex

The Cambridge Center for Behavioral Studies: http://www.behavior.org/

Association for Science in Autism Treatment: http://www.asatonline.org/

NYS Clinical Practical Guidelines on Preschool Intervention: http://www.health.state.ny.us/nysdoh/eip/autism/autism.htm

Advice to consumers of behavioral services from the Behavior Analyst Certification Board: http://www.bacb.com/becom_frame.html

New Jersey Association for Behavior Analysis: http://www.njaba.org/