Therapeutic support for a student with autism spectrum disorder in an integrated and inclusive school. Evidence-based practice intervention procedure

Abstract

The article presents the possibilities of therapeutic support for students with ASD in integrative and inclusive education at the first stage of education. Traditional educational methods do not work for children with ASD, because they most often require special therapeutic interventions. The aim of the article is to analyse the therapeutic intervention undertaken for a highly functioning student with ASD to improve his/her functioning at school. The intervention programme was based on techniques of scientifically proven effectiveness (evidence-based practice), focused on learning skills by enhancing desired behaviours. The skills selected for the intervention were necessary to being able to participate in the teaching and learning process during typical teaching activities. After one year of intervention, most of the skills included in the programme were considered passed, and the model of teachers' work with the student changed, which increased the student's chances of further development of skills, desired behaviours, and prevention of difficult behaviours in the future.