Intervention, Planning, and Execution of Increasing Lifespan of Autism

Intervention, Planning, and Execution of Increasing Lifespan of Autism Patients

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Intervention, Planning, and Execution of Increasing Lifespan of Autism Patients


The life span of an individual with autism has shown a tremendous decrease according to the world health statistical data. Majorly, a person with autism dies twenty to thirty years earlier than their peers due to increased development of social and communication disorders. The disorders inhibit the ability of individual patients to show and express their emotions hence leading to the development of stress and traumatic disorders. Notably, the symptoms that characterize the individual with autism get based on the difficulty in communication and social interaction, repetitive behaviors, and obsessive interest (Bernardini & Porayska-Pomsta, 2013). Moreover, the causes of autism include genetic mutation, birth from the older parents, imbalance of the metabolism, exposure to environmental toxins and heavy metals, and viral infections. As such, the paper is premised on describing the steps and methods of specific approaches to intervention, execution, and planning and their adoption to increase the lifespan of individuals suffering from autism.

Behavioral Steps and methods of Intervention in the Lifespan of Autism Patients


Applied Behavior Analysis creates a framework through which an individual living with autism can increase their lifespan. The analysis changes the behavior of an individual patient using the empirical approaches that involve operant and respondent conditioning approaches. As such, there exist three methods of behavioral approaches.

Rewarding good behaviors

Rewarding good behavior makes an individual exhibit desirable characteristics that create happiness. Happiness increases some level of social interaction with friends and family members (Hume et al., 2022). Notably, when good behavior rewards get applied to children, they become more likely to repeat the same behavior thereby increasing their lifespan through the reduction of traumatic disorders, stress, and anxiety.

The use of Observation Tools

The observation tool exhibited by the applied behavior analysis involves the use of antecedents that characterizes the actions and events which happen before the behavior. Also, behavioral understanding results from the antecedents (Hume et al., 2022). Consequently, the behavioral evection of the consequences that helps in the reduction of the traumatic disorders creates a path through which the lifespan increases through increased interaction, communication, and happiness.

Modification of the Antecedents

Modifying the antecedents creates the target behavior. The positive behavior, therefore, forms the basis of the desired consequences. As such, increased action as per the positive behavior creates inclusivity that reduces the possible occurrence of stress and anxiety.

The steps of Behavioral Intervention

The steps involve the use of behavioral management therapy that reinforces the wanted behaviors aimed at the reduction of unwanted behaviors. The therapy creates a framework through which the caregivers can follow before, during, between, and after the episode of the challenge. Also, the therapy involves the use of applied behavior analysis that tracks the progress for the improvement of skills to reduce the symptoms hence increasing the lifespan. The first step gets based on using the positive behavior and support that examine why an individual exhibit a particular unwanted behavior. Using positive behavior and support creates appropriate behavior (Hume et al., 2022). Consequently, pivotal response training becomes the second step that involves motivation and increased communication initiatives. It helps in making an individual learn new skills in dealing with the situation. Thirdly, the early intensive behavioral intervention involves the creation of large commitment time through the group’s instructions. Lastly, the discrete trial teaching creates steps through which an individual caregiver can use the positive feedback in encouraging the use of new skills.

Methods of social interventions

Social intervention involves the use of social skills to reduce the stress and trauma exhibited by individuals suffering from autism. The methods of intervention, therefore, get based on reinforcing and celebrating strength through the use of positive behavior. Also, modeling the structured behavior and practices creates the determination of the desired conduct (Hume et al., 2022). Talking through the possible social scenarios creates a sense of belonging hence reducing the stress and traumatic disorders. Another motive gets based on setting the environmental success.


Steps involve giving advanced notice before the transition. Secondly, the use of visual support enables the patient to identify the mistakes. Also, the use of structure and consistency creates a path through which rapid social learning gets exhibited (Hume et al., 2022). The application of reduced language enables the patient to feel accepted in society. Lastly, the provision of light praises for the good transition enables the patient to handle the challenges effectively for positive gain.

Academic/ Vocational


The immediate method involves the eradication of sensory overloads. The story overloads like the bright light, sounds, and smell increases the distraction of the patients. Also, the use of visual aids enables an individual with autism to learn extensively and act in accordance with the required behavior (Usta & Yazici, 2020). The teacher or the mentor should become predictable to enable the patient to extensively learn through the avoidance of the traumatic behavior. The mentor should continue to use concrete language in teaching direct social skills. Furthermore, the teacher should treat an individual patient or student equally hence reducing the possibility of stress generation.

Steps of Vocational Intervention

The step involves the use of a visual reality system to identify the disorder’s symptoms. After the system, the teacher should follow up on the behavioral changes exhibited by an individual client or student. Follow-up enables the teacher to identify the progress of improvement of all the trained skills (Usta & Yazici, 2020). Lastly, the teacher should provide alternative practical training where the result showed dismal performance.

Execution and Planning and their adoption to increase the Lifespan

Behavioral methods and steps in Execution and planning

Understanding the daily business and challenges enables an individual autism patient to have an in-depth overview of any events and environmental challenges. Also, the individual should insist on realism to enable the patient subsequently learn the desired behaviors (Hume et al., 2022). The patient should get taught to avoid procrastination by setting the goals and priorities hence increasing the lifespan through stress reduction and social acceptance. Following through continues to enable the patient to feel accepted within the society. Lastly, rewarding the doers is a behavioral execution that enables the patient to act positively awaiting the reward.

Social methods and steps in Execution and Planning

Social planning involves expanding and enhancing the development of an individual’s expression and communication system. Developing communication and expression skills involves planning for the best approaches to communication that are inclusive of the contact of any rising argument or information transfer hence capable of increasing the lifespan through the reduction of the stress (Graham Holmes et al., 2020). Alsop, supporting the individual understanding of the language involves execution which is planned through the use of both the verbal and non-verbal cues of communication to eradicate the possibilities of misunderstanding. Accommodating an individual performance on the predictability and structure is an execution that gets planned through an in-depth focus on initiation, predictability, and spontaneity.

Vocational strategies for the Execution and Planning

Vocational execution involves the use of appropriate criteria for handling cases of autism through planning strategies (Bernardini & Porayska-Pomsta, 2013). It also entails coordinating and sharing the attention through emotional expression. Emotional expression is planned through engagement in the reciprocal social interaction using gestures, words, and the ability to use the non-verbal cues in creating happiness hence expanding the lifespan of an individual autism patient.


Autism patient requires social, behavioral, and educational support for their survival in an environment. Provision of support enables the patient to reduce the symptoms like stress, anxiety, and other disorders hence liable to increasing their lifespan within an environment. Notably, the procedures and steps must get followed by a mentor, teacher, or a tutor in enhancing the social inclusivity of the patient within the environment.


Bernardini, S., & Porayska-Pomsta, K. (2013, June). Planning-based social partners for children with autism. In Proceedings of the International Conference on Automated Planning and Scheduling (Vol. 23, pp. 362-370). Holmes, L., Zampella, C. J., Clements, C., McCleery, J. P., Maddox, B. B., Parish‐Morris, J., … & Miller, J. S. (2020). A Lifespan Approach to Patient‐Reported Outcomes and Quality of Life for People on the Autism Spectrum. Autism Research, 13(6), 970-987., M. B., & Yazici, D. N. (2020). Review of the Educational Intervention Models for Autism Spectrum Disorders/Otizm Spektrum Bozuklugunda Egitsel Modellerin Gozden Gecirilmesi. Turkish Journal of Child and Adolescent Mental Health, 27(3), 134-140.

Hume, K., Odom, S. L., Steinbrenner, J. R., Smith DaWalt, L., Hall, L. J., Kraemer, B., … & Bolt, D. M. (2022). Efficacy of a school-based comprehensive intervention program for adolescents with autism. Exceptional Children, 88(2), 223-240.

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