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Home Autism and other pervasive developmental disorders: therapeutic and educational interventions in children and coordinates the adolescent

Autism and other pervasive developmental disorders: therapeutic and educational interventions in children and coordinates the adolescent

  • Health : Autism
  • Source d'informations générales : Source d'informations générales
  • Europe : France
  • Source

From Handiplanet the Jun 20, 2012

The ANESM published a good practice guide on autism and other pervasive developmental disorders in children and adolescents.

We report here the main messages of this document and invite you to download (link below gray, paper in French).

Key Messages
The following recommendations were considered as those to be implemented primarily to improve the quality of interventions delivered to children / adolescents with pervasive developmental disorder (PDD) at the time of publication of the recommendation of good practice.

? Involve the child / adolescent and his parents
? Observe the singularity of the child and his family (AE)
? Co-develop the project interventions with parents (AE)
? Use a common mode of communication and interaction with the child / adolescent (grade B) use for the child / teenager speaking little verbal communication tools to alternative or augmented as soon as possible so consistent in its different places of life (Grade C)

? Regularly assess the development of the child / adolescent and his health
? Perform, with parental consent, an initial assessment of how their child at the latest within three months after the first consultation with a developmental disorder mentioned (diagnostic phase) (AE)
? Perform at least once a year by the team of interventions evaluated in the areas of operation, participation and environmental factors in order to monitor the development of the child / young person and his state of health (monitoring phase): communication and language, social interaction, cognitive, sensory, motor, emotions and behavior, somatic field independence in daily activities and learning, including school and pre-professional (AE)
? Link assessments and project development of personalized interventions (EI)

? Suggest a custom project for early intervention, comprehensive and coordinated
? Starting before 4 years and 3 months after the diagnosis of tailored interventions, comprehensive and coordinated approach based on educational, behavioral and developmental, whether or not associated mental retardation (Grade B)
? No educational or therapeutic approach can claim to restore normal operation and improve the operation and participation of all children / adolescents with ASD (Grade B)

? Supervise drug prescriptions
? Obtain medical attention in search of a somatic cause in case of sudden change in behavior or unexplained prescribe drug treatments recommended in case of pain, epilepsy or somatic comorbidities, currently under-diagnosed (AE)
? No medical treatment cures autism or PDD, psychotropic medications may be considered as second-line (depression, anxiety, behavioral disorders) and must be prescribed in exceptional and temporary (AE)

? Coordinate and train the different actors
? Identify a professional or a buddy in the response team responsible for the coordination, continuity and complementarity of interventions throughout the course of the child / adolescent (AE)
? Be vigilant and prepare for transition periods and situations (eg, adolescence, shift) (AE)
? Perform regularly every 2 or 3 years of training to enable the updating of knowledge about autism and PDD and recommended interventions (EI)

? Develop clinical research
Translation project
Canonical language : French
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