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My name is Sandra Harris,
and I'm an Emerita Professor of
clinical psychology at Rutgers,
the State University of New
Jersey in the United States.
I'm also the
Executive Director of
the Douglass Developmental
Disability Center at Rutgers.
This is a program I founded in
1972 to educate children with
autism spectrum disorders.
We currently serve people with
autism from toddlers to adult,
and offer a variety of services,
including home-based
early intervention
for children under
three years of age,
a school program
for children and
adolescents from 3-21 years,
and an adult program.
We also consult public schools,
diagnostic assessments
and provide home-based
instruction
for learners of any age.
I want to talk to
you today about
various models that have
been created to address
the needs of learners with
autism spectrum disorders
from toddlers to age 21.
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There are variety of
models for children
and adolescents on
the autism spectrum.
They vary in the setting in
which the services occur,
the theoretical
underpinnings upon
which intervention is based,
the age of the learners
who are served,
and the extent to which there is
empirical evidence to support
the methods being used.
Most of the research I
will discuss here is
based on the principles of
applied behavior analysis,
because that is
the approach that
has the best empirical support.
I will, however, describe
a couple of other
approaches that have
less evidence but sufficient
research to look promising.
My goal today is to look at
