Interactive-Behavioral Therapy

Interactive-Behavioral therapy: Group Psychotherapy for Students with Autism
03/10/15

Abstract
Youth diagnosed with Autism Spectrum Disorder (ASD) has increased dramatically over the last decade. The amount of research on ASD while still limited is increasing; this paper provides a brief overview to the current definitions and characterizations of Autism Spectrum Disorder.. The foundational issue explored in depth is social skills their deficit and its holistic impact on individuals and the schooling system. Lastly, we will look the effective group therapy paradigm of Interactive-Behavioral Therapy from which we have proposed a group therapy outline using IBT, its interventions and techniques in an effort to help students
One is to allow individuals with intellectual disability including those diagnosed with ASD the opportunity to experience the therapeutic environment from which group therapy can offer/provide. Second, combat and reduce the risk of development of psychiatric disorders that are extremely common in individuals with intellectual disabilities and Autism through an improvement in their social skill ability. Let us make therapy an accessible now and for a lifetime. Specific goals to this population and group are in general targeting maladaptive/non-existent adaptive social skills, peer relations along with social relationships that exist in their everyday environment. Objectives for group can be appropriately broken down for each stage of the group.
The objective for stage one “Orientation and cognitive networking”, in its simplest form, is to shape prosocial group behavior. Let us develop skills and behaviors that are conducive to group therapy. This includes developing positive communication skills that include proper topics of conversation, active listening, turn taking, waiting and basic levels of reflecting. To accomplish these goals behavioral treatment utilizing the principles of applied behavior analysis mainly positive reinforcement through facilitator acknowledgement will be
The enactment promotes maximum expression of actions, thoughts and feelings while working through issues by developing and integrating new responses. Each psychodrama group will include a protagonist, the person whose story or issue is presented through drama techniques. The rest of the member will be broken into two groups. The auxiliary egos group members will assume the roles of significant others in the drama. The audience group members who witness the drama and who may become involved in auxiliary roles. A member or leader will introduce a problem based on a specific event, relationship or dynamic in a person’s life. The group will take on various roles and explore behavior, thoughts and conflicts and learn new ways about a situation (perspectives) to behave (new prosocial behaviors) and process (can I do anything different). Participation in enactment generates feelings of understanding and trust amongst group members. The following techniques are great for widening ones perspective on social problems while providing an opportunity to understand and try new behaviors, which is perfect for autistic students struggling with social skills.
“The Double”Doubling occurs when a member of the group takes on the physical stance of the protagonist and attempts to enter their internal world by speaking their inner