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Table 2 A developmental and sequenced one-to-one educational intervention (DS1-EI) for autism spectrum disorder: main principles [36]

From: Developmental and sequenced one-to-one educational intervention (DS1-EI) for autism spectrum disorder and intellectual disability: a two-year interim report of a randomized single-blind multicenter controlled trial

Characteristics

Brief definition

Setting

To be implemented in a small classroom with 3–4 pupils

In an adapted environment

Intensive

One-to-one support

10 h per week in addition to other treatment practices (e.g., occupational therapy, speech therapy, psychotherapy)

Developmental

The focus of training is what is close to the child’s development within a domain

Sequenced

The 2.5-h sessions follow an anticipated and structured agenda

Teachers change learning activities every 10–15 min to keep a child’s attention

Curriculum-based

A detailed assessment/curriculum is required to follow the developmental approach and to choose the appropriate cognitive/motor activity to be taught in each domain for preschoolers

Educational objectives

Given the developmental quotient of the children, the educational objectives are those of a second-grade program for preschoolers and include 4 domains (mathematics, language and communication, intermodality and autonomy)

Reinforcers

Supporting positive behaviors rather than tackling challenging behaviors

Using positive emotion engagement from professionals

Group

Group activities are organized within the time schedule to encourage spontaneous communication and promote social skills through play with peers

Supervision

Regular supervision of teachers with updating of children’s educational objectives

Exploiting teachers’ unique skills

Implementation of the program will capitalize on teachers’ individual strengths, such as their knowledge of a specific method (e.g., the use of Picture Exchange Program) or of a particular child