Portage and Autism
Portage is an early childhood intervention service that aims to support families who have young children with additional needs in their own homes.
The children are taught new skills through the use of questions and tasks, prompts, and rewards. Parents and carers are shown how to apply this system by a weekly or fortnightly visit from a Portage home visitor.
The training sessions are brief, usually about 15-20 minutes per day, and are scheduled when the parent believes the child will be at their most receptive. Typically, the parent will teach the child in a 1:1 situation, and will target one or two skills a week for teaching.
Monitoring and evaluation of progress occurs at the supervisors visits.
Barakat R., Drylie. L., Nash J. (2004)
The portage project: An overview of a model for early childhood education.
Las Vegas, NV:
University of Nevada
Brue A. W., Oakland T. (2001)
The Portage Guide to Early Intervention: An evaluation of published evidence.
School Psychology International.
Cameron R. (1997)
Early intervention for young children with developmental delay: The Portage approach.
Child Care Health and Development.
Reed P., Osborne L. A., Corness. M. (2007)
The real-world effectiveness of early teaching interventions for children with autism spectrum disorder.
Reed P., Osborne L. A. (2012)
Impact of severity of autism and intervention time-input on child outcomes: comparison across several early interventions.
British Journal of Special Education.
Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a real world setting.
Research in Autism Spectrum Disorders.
Smith C., Goddard S., Fluck M. (2004)
A scheme to promote social attention and functional language in young children with communication difficulties and autistic spectrum disorder.
Educational Psychology in Practice.
Sturmey P. (1986)
Portage Guide to Early Education: a review of research.
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- 14 Jun 2018