BEHAVIORAL CURRICULUM IN TEA/AUTISM

Autism Spectrum Disorder is characterized by persistent deficits in social communication and social interaction in multiple contexts, including deficits in social reciprocity, in nonverbal communication behaviors used for social interaction, and in skills to develop, maintain, and understand relationships. In addition to deficits in social communication, this spectrum requires the presence of restricted and repetitive patterns of behavior, interests, or activities. Considering that symptoms change developmentally and can be masked by compensatory mechanisms, diagnostic criteria can be met based on previous (background) information, although the current presentation must cause significant impairment. The selection of how to teach is only the first step in identifying what to teach. The election of appropriate strategies, consolidated instruments, and resources meaningful to the methodologies of application is a fundamental task to make a PSA - Sequential Plan of Action or IEP - Individualized Educational Plan effective. It is based on this referential that the programs, activities, and tasks in ABA are developed.