 |
||||||
|
||||||
|
| AUTISM HOME |
||||||||
 |
||||||||
ask the expert |
autism library giveaway |
interactive resources |
new & forthcoming books |
|||||
| Q&A with Dr. Barry Prizant (originally posted April 2007) |
||||||||||||||
 Barry M. Prizant, Ph.D., is director of Childhood Communication Services in Cranston, Rhode Island, and adjunct professor at the Center for the Study of Human Development at Brown University. He has more than 30 years of experience as a clinical scholar, researcher, and consultant to young children with autism spectrum disorders and related disabilities and their families. Learn more about Dr. Prizant's work at www.barryprizant.com. |
Q: What is the one thing you would say to a parent who has just found out her child has autism? A: In my work as a professional over the past 30 or so years, I have often been in the position of discussing diagnosis for a very young child with parents who are overwhelmed and afraid. I always make sure I say these 4 things: 1. There is great potential for positive growth and change for your child, but it will take hard work and a team effort. (This is why we emphasize a team approach in the SCERTS Model.) 2. The diagnosis does not change who your child is, and you know your child the best. Trust your "gut" when making important decisions. Beware of professionals who say their approach is the "only" answer, or who make promises about how your child will do if you only follow their approach. 3. Speak to other parents who have young children with ASD [autism spectrum disorder], and whose children are a few years older than yours. They have already spent some time on the journey that you and your family will be on, and they often are a tremendous source for advice and support. Parents who remain isolated often experience the greatest stress. 4. Don't just focus on addressing your child's challenges. Understand and use your child's interests and strengths as a means to get at areas of weakness. Q: What inspired you to work with kids with autism? A: I first began working with children with ASD as a summer camp counselor at residential camps in the late 1960s, a few years before I ever heard the word autism. My greatest inspiration always has been children and their families. |
Don't miss these resources featuring Dr. Prizant:     |
||||||||||||
|
Q: What do you see as the next breakthrough for autism? A: This question implies that there have been other "breakthroughs," which I question. On the contrary, progress for kids with ASD, sometimes great progress, always is the result of hard work over a number of years, and a team effort with parents collaborating with professionals who understand children with ASD and who support families. One of the true "breakthroughs" over the past 15–20 years, if you can call it that, has been the insights shared by people with ASD at conferences and in their writings, which we all have benefited from. Who better knows the experience of having autism and how to best support people with ASD than people with ASD themselves? Q: What is the greatest obstacle you have overcome in your work? A: I think about challenges rather than obstacles. These occur regularly in my current practice as a consultant to children and schools, when families and schools are not "on the same page," when there is a lack of trust, and at worst, when potentially collaborative relationships become adversarial. I see these unfortunate circumstances resulting in a waste of energy, time, and resources. Unfortunately, "outside" professionals may encourage parents to take an adversarial position by telling parents that they must pursue litigation, when many opportunities for positive solutions are not considered. I work diligently under these circumstances as a "mediator" to support positive relationships and collaborative efforts that form the foundation for a child and family doing well, despite the challenges of ASD. I have worked in such situations, too numerous to mention, when we all kept the child's best interest in mind and solved differences of opinions in a manner that fostered teamwork and collaboration, rather than eroding the foundation of trust that is necessary. Q: What is the most rewarding experience you've had in working with a child with autism? A: Too, too many to make it an easy task to pick one out. However, when I see children I had first diagnosed as toddlers or preschoolers, who are now teenagers and adults, who are doing well, and who enjoy life, it makes me feel very proud of them and their families. When parents of these children tell me that my work with them made a difference, maybe only a few discussions we had many years earlier, it only confirms that my choice for my life's work was a good choice. |
||||||||||||||
From the Ask the Expert page featuring answers* by Dr. Barry Prizant Q: I want to implement an integrated approach such as the SCERTS Model (rather than a more piecemeal approach), but am intimidated by the prospect of instituting a whole program. Do you have any suggestions for how to get started? A: The most important consideration is that moving into a more integrated approach such as the SCERTS model is a process that occurs over time.
The complexity and comprehensiveness of SCERTS often requires systems change (e.g., improved teamwork, transdisciplinary and collaborative practice), and is best accomplished when agencies or school districts conduct a careful needs assessment. From this assessment a profile of strengths and needs helps to prioritize the first steps that must be taken implementing an integrated approach. For example, a common need for many agencies and districts includes systematic processes for preventing problem behaviors by supporting emotional regulation. In this example more attention may initially be given to the emotional regulation component offered by the SCERTS model. Another common need is developing more effective approaches for collaborating with and supporting parents. Again, the SCERTS model offers a specific component that addresses this issue. Finally, it is now understood that the best approaches for supporting children with autism and related disabilities directly address the core challenges related to ASD, and work on functional adaptive skills. Implementing the SCERTS model requires that teams, including parents as active participants, give careful consideration to choosing priority goals and objectives that are functional for a child. In summary, an integrated approach such as the SCERTS model has as its long-term goal consistency of programming in the most critical areas for a student by ensuring that all team members and parents "are on the same page." Moving to this high level of effective programming requires careful consideration of a systems strengths and needs, followed by prioritizing and implementing aspects of a comprehensive approach such as the SCERTS model that will lead to eventual implementation and systems change that will ensure effective, developmentally based individualized approaches for children and families. It is widely accepted that "patchwork" approaches are less effective, and often confusing to children and families. We must do better by providing greater consistency, teamwork and comprehensiveness based upon the most current research in ASD and related disabilities, and The SCERTS Model was developed to address this crucial need. |
||||||
*Please note that any information provided is for educational purposes only and is not intended to be a substitute for medical or professional advice or care. Opinions do not necessarily reflect the views of Brookes Publishing, and links or references to third-party materials are provided for convenience only and no endorsement is implied. |
||||||
 |
|
|
|
