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The Linwood Method |
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The only lasting change is that which occurs as an integral part of overall development. Everything an individual is taught has to connect to something that comes from within that individual himself so that it can eventually become a meaningful part of his everyday life. As long as learned behavior is merely a mechanical response to drill and training, the individual will not be able to use it independently, expand on it or generalize it in a way that will make it a natural part of his or her behavioral repertoire. Also, behaviors that are addressed in isolation may persist or may be replaced by other similar behaviors. The following is a summary of the basic tenets that define the Linwood approach to the treatment of autism and provide the underlying structure of the method: 1. The child is accepted in his totality. When a child first enters Linwood, he is accepted as he presents himself. At no time is his behavior labeled as either good or bad. It is assumed that a child acts the way he does because that is the only option he has at that particular time. While a child's environment is structured in ways to encourage change, to diminish dangerous or inappropriate behaviors, and to develop more appropriate ones, his need to behave in a certain way is always respected and accepted. 2. The focus of Linwood's program is on the strengths of the individual. Linwood's program is geared toward identifying behaviors that can be worked with rather than toward suppressing behaviors that may interfere with learning. Any behavior an individual exhibits spontaneously, no matter how limited or bizarre, can be used to make contact with that individual and can eventually be expanded into more varied and functional activities. It may also become a means to sustain the individual's interest in new activities that add to his behavioral repertoire. 3. Linwood defines the context of education and therapy. At Linwood, teaching/therapy is a way of life. The focus is on the education of the total child or adult in an environment designed to make all experiences educational/therapeutic. Though individuals with special needs receive individual attention from educational and behavioral specialists and all individuals work on particular skills during scheduled activities, the main emphasis of Linwood's program is the atmosphere in which learning takes place. Functional academic and vocational content is taught in an environment that addresses the whole person. Social and emotional awareness is fostered by experiences within the group and with various staff members in many formal and informal settings. Standards of behavior are demonstrated by those who live and work with the children and adults and each individual is invited to adopt these standards when they are ready. To generalize the results of their learning, the school staff works closely with parents and liaisons in the local school system. The adult program staff maintains regular contact with the employers and managers of the businesses where Linwood's adults may work or engage in volunteer activities. 4. Therapy is flexible. Expectations, rewards and limits are geared to each individual's developmental level rather than to chronological age. The overall goal is to help the children and adults who attend Linwood's programs to become functioning members of their community. The route by which this goal is reached varies for each individual. Rather than setting priorities that apply equally to all, therapy at Linwood follows the individual's lead. Program Elements The first step in working with children or adults with autism spectrum disorder is to carefully assess their level of functioning. The next step is to help them become aware of their environment by establishing contact with them. First relationships build bridges between the individual's isolation and the outside world and they also help to mediate the inevitable stresses and frustrations they face as they are helped to learn and grow. And finally, therapy consists of the initiation of changes in the individual's behavior that will gradually make it more varied, more socially acceptable, and more functional. The Hidden Child To learn more about the Linwood Method, please read The Hidden Child - The Linwood Method for Reaching the Autistic Child, by Jeanne Simons and Sabine Oishi, Ph.D., published by Woodbine House, 1987. (Also in Spanish translation)
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