"Given the historically widespread controversy over many issues pertaining to autism, there is remarkable agreement among researchers, clinicians, educators and parents on two consistent findings in the treatment of autism: (1) early is essential, and (2) more is better," says Dr. Gail McGee. Dr. McGee is the principal investigator and director of the Little Walden Early Intervention Program at the Emory Autism Resource Center, a component of the Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine.
Little Walden (named for Thoreau's experiment in living at Walden Pond) is an example of how quickly new research-based early intervention practices can be operationalized as successful demonstration models. Little Walden, a five-year research-based demonstration project funded in 1993 by the U.S. Department of Education, Office of Special Education Programs, is one of the first national models of specialized inclusive early intervention for toddlers with autism. This model intervention program for children from 18 months to 30 months of age provides a learning center for children with and without autism and home and community-based family support programs.
Little Walden features a developmental, incidental teaching curriculum specifically geared to an integrated group of typically developing children and children with autism. (Developmental, incidental teaching is a combination of student-initiated and teacher-facilitated learning whereby the child's interest determines the topic and timing of teaching episodes and the teacher determines the skills to be taught.) The curriculum was developed with input from nationally recognized experts in the fields of language development, social development, autism, and early childhood education. Intervention in language, social skills, and self-care skills is blended into traditional early childhood experiences. The program is based on Dr. McGee's ground-breaking research on teaching approaches in the child's natural environment (e.g., home, preschool, community) and the treatment of preschoolers with autism.
Recognizing that families will be a consistent and dedicated resource for children with autism throughout their lives, Little Walden and Walden (its counterpart for 3-5-year-olds) both include a home-based component in which parents can best determine how to blend incidental teaching opportunities into naturally occurring home activities. The program also aims to prepare parents as advocates and collaborators in their child's education and treatment. Biweekly parent seminars offer information on issues such as evaluating classrooms, promoting good behavior, and facilitating language at home. When the children "graduate" from the Little Walden and Walden programs, Dr. McGee and her staff assist them in the transition to their next destination. For most participants, including the children with autism, the destinations are public school inclusive classrooms.
Outcome data for Little Walden will include child, family, and community indicators. In addition, preliminary financial data analysis already shows that the intensity and quality of services delivered through this model cost significantly less than some less inclusive approaches to treatment. Longitudinal data from the original Walden sample showed higher than expected vocabulary and social gains for both groups of children in the demonstration project.
Additional information on the Little Walden and Walden models may be obtained by contacting: Gail G. McGee, Ph.D., Emory Autism Resource Center, Emory University School of Medicine, 718 Gatewood Road, Atlanta, GA 30322, (404) 727-8350.
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