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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