ECLECTIC INTERVENTION MODEL CONCEPTS:
Eclectic interventions are very diverse in nature and so they may be designed using any Autism intervention research, models, strategies and tools. Because there is no one design, Eclectic Model outcomes may not be researched for effectiveness or cost-to-benefit analysis. Eclectic approaches are often used in public educational and adult service settings to meet legal mandates for individualized education programs and using available public resources. They are popular with many families and professionals because they can easily support both maximum flexibility of our provider choices and the greatest individualization of service plans. First several eclectic providers from our home states, and other Autism community were interviewed, then these samples of eclectic approaches were interpreted to create some feasible options.

Eclectic model designs usually follow two basic paths. First, we may build upon either a well-established Behavioral or Developmental systemic model as our foundation. Let’s call this a “Work Bench” Eclectic Model. In this approach we start with a theory and research based intervention model and then add on complimentary strategies, hopefully following best practices and family centered choices. The benefit of this approach is that, through consistency, we may achieve outcomes proposed by a well-established intervention model, while still having the benefits of more flexibility. The cost is that staff and families will still need a well-organized and consistent model training program. Second, we may opt to build a site or even just an individual based program using a variety of intervention strategies without any single model as a foundation. Let’s call this a “Tool Belt” Eclectic Approach. In this totally open approach we may freely combine various complimentary and even contradictory strategies on a fully individualized basis, usually according to the choices of each provider in each setting. The benefit of this approach is that providers are totally free to apply the interventions we are ready, able and willing to learn over time. The cost is in the effort/resistance to maintaining all our plans consistently all persons with Autism moves from provider to provider. Here are samples of the “Work Bench” Eclectic Models, and “Tool Belt” Eclectic Approach:

“Work Bench” Eclectic Model grounded in Behavioral Theory
Combines ABA, Pivotal Response Training, Lovaas and various discrete trial training with Greenspan “Floor Time” (used in young child’s community play dates with typical peers), Carol Grey “Social Stories” (with a focus on shaping more typical social behaviors), Sensory Integration Therapy (only as early intervention to promote typical neurological growth), and Picture Exchange Communication Systems (PECS) and augmentative communication tools, such as schedules or lists of behavioral rules, as needed. Goal to provide intensive early intervention to remediate Autism and to gain access to typical educational settings without assistance. People, still with Autism life long, may then need low ratio support long term.

“Work Bench” Eclectic Model grounded in Developmental Theory
Combines Structured Teaching using schedules/work systems/visual directions with Greenspan “Floor Time” (used in childhood to facilitate play therapy in group play areas), Carol Grey “Social Stories” (with a focus on facilitating more independent functioning), Sensory Integration Therapy (more as a full life span support to promote self-relaxation skills), and Pivotal Response Training sessions in specific work areas, to teach verbal learning. Goal to provide adaptive communication systems to immediately establish more independent functioning and increase it over a life spans, in pursuit of authentic inclusion in our diverse world.

“Tool Belt” Open Eclectic Approach
Public providers to very young children may do general “positive behavioral supports” with “floor time” style speech therapy and “sensory integration” style occupational therapy, usually in the home or in brief groups several times a week/month. As students reach the age of three and are eligible and funded to enter Early Childhood Special Educational programs, then a variety of social reinforcements for any problem behaviors and verbal discrete trial skills training may be combined with a general visual schedule and more concrete tasks. For school-age students, this approach may involve a paraprofessional educational assistant working part/full time with a student in the most inclusive age- matched school or community setting possible. For more verbal students with less severe Autism Spectrum conditions (Mild Autism/PDD-NOS/Aspergers), without significant intellectual disabilities, the assistant may follow them to typical age-matched classroom settings, with pull out time for intervention needs in resource rooms. More impacted/less verbal students continue in low ratio special education/service programs long term. Goal for students to be included in free appropriate public education on individualized plans while family and service providers are free to build our own intervention models. The hope of providers is often that by providing the preferable parts of many models, one may build the best individual model for each person with Autism.


Understanding Autism Webbook. Copyright © 2000-03 by Sharone Lee. ALL RIGHTS RESERVED. All names, concepts, methods, materials, products and publications are protected by trademark and copyright, and no part of this text or this web page may be reproduced or distributed in any manner, for any purpose, including educational purposes, without express written consent from: THRESHOLD • SALEM, OREGON • 503-375-9462 • sharone@understandingautism.org. Portions of "The Path Out of the Woods" were published in The Net Journal of the Autism Society of Oregon, with the Author's permission in Autism 2001 and Complimentarly Issue 2002.