2080 S.

Undermountain Road, Sheffield, MA 01257

1-877-SON- RI SE  (4 13)- 229-2100
www.au ti smtre atmen t.co m
 My Dia gno si s

•Severe autism
• Tested I.Q. of less than 30
• Mute/non-verbal
• No eye contact
• Moved away from any physical contact
• Spent my days performing repetitive behaviors:
 Spinning plates (and other objects)
 Rocking back and forth
 Flapping my hands
 Moving my fingers in front of my face
 My P ro gnos is

•My autism was an irreversible, lifelong condition

• I would occupy my own separate world for the rest of my life
• I would never:
• Learn to speak
• Prefer people over objects
• Learn to read or write
• Go to a typical school
• Laugh at a joke
• Go on a date
• Have a circle of friends
• Drive a car
• Have a career
• Live on my own
• Recover and live a “normal” life
 The R ecommendat io n

Eventual institutionalization
In My Ow n Wo rld
 What Di d My Pa ren ts Do ?

•Defied the doomsday prognoses

• Developed their own home-based, child-centered program:

The S on-Ri se P rogr am ®

• Worked with me for over 3 years

Th e Fi rst Son-R is e P ro gram
 The R esult s

• Full recovery from autism

• No trace whatsoever of my former condition

• Went on to live a “typical” life

• Graduated from Brown University with a degree in

Biomedical Ethics
Aft er My Rec overy

My father, Barry Neil Kaufman, wrote

the book, Son -R ise (recently
expanded as Son -Rise : Th e Miracle
Con ti nu es ) documenting our story.

Our story was recounted

in an NBC TV movie seen
by over 300 million
people worldwide.
The Aut is m Tr eatm ent Cent er of Am eric a
TM

A division of The Option Institute, a non-profit, charitable organization

Located in Sheffield, Massachusetts
The Aut is m Tr eatm ent Cent er of Am eric a
TM

A division of The Option Institute, a non-profit, charitable organization

Located in Sheffield, Massachusetts

• Our methodology: The Son-Rise Program®

• Our children: Challenged by autism, autism spectrum

disorders, Pervasive Developmental Disorder, Asperger’s
Syndrome, and other developmental difficulties.

• Our program: A system of treatment and

education designed to help families and
caregivers enable their children to dramatically
improve in all areas of learning, development,
communication, and skill acquisition.
Professi ona l T RA INI NG and C ERTIFICATIO N

Ch ild F ac ilitator
Teaches students to Certific ation with
work directly
children and adults with varying
diagnoses

Tea che r Cer tific ation

Trains students to teach all aspects
of The Son-Rise Program® to
parents and professionals
 Th e S on-Ri se Pro gr am STAR T-U P
A we ek- long tra inin g prog ram f or paren ts and pro fe ssi onals

WE TEACH PA REN TS AND P RO FES SI ON AL S TO:

 Facilitate interaction  Recruit and train volunteers

 Jump-start speech and language  Create a special work/playroom

development for optimal learning

 Deal effectively with tantrums and  Apply our practical strategies to

repetitive “stimming” behaviors everyday “real world” situations

 Create and sustain an attitude of hope and optimism about your child 
 Interventions for children with Autism:
Investigating the Son-Rise Program.
Kat Houghton, Charlie Lewis (Lancaster University, UK) and Cynthia Thompson (Northwestern University, USA)

Background Two outcome measures were used. Presented here are data New Coding System Results for Child 3
The Son-Rise Program is an autism intervention used in the UK derived from the ADOS (Lord et al, 2002) only. This is a semi- Child 3 used more varied and frequent types of
and the US that, in spite of abundant anecdotal data attesting to structured series of highly standardised opportunities for communication than Child 1 and so provided greater scope
its efficacy, has not been tested scientifically. Although created interaction designed to elicit social gestures from children. The for more in-depth analysis.
without exploiting a specific theoretical model, the program is current published coding protocol is not designed to support the Function of Communicative Acts
consistent with “coactive” theories of autism. The social- use of the ADOS as an outcome measure. Thus sessions were All communicative acts used by the child were coded as
orienting model of autism (Mundy, 1995) assumes a disturbance video recorded and later subjected to an additional coding being one of four possible functions (from Prizant et al,
in the predilection to spontaneously orient to (and process) protocol measuring the child’s social and communicative 1993):
social information. This lack of bias to social information impacts Function Description
behaviours to allow for more fine-grained analysis than the
how an infant participates in the social environment and
diagnostic coding system. Behaviour Adult used as a tool to meet

subsequent social learning and understanding, including the Regulation (br) child’s demands

ability to develop skills of joint attention. Elevated measures of Social

To maintain, or participate in a
social-orienting and joint attention have been seen to relate to Interaction
(si)
social routine

increased language acquisition (Dawson, et al, 2004), social and Results Joint Attention
cognitive outcomes (Sigman & Ruskin, 1999) and processing of
To share attention about a object
or event
Presented here are the preliminary results from two children (ja)

social-affective non-verbal information (Diassanyake, Sigman &

only. Unclear (un)
Appears to be a communication

Kassari, 1996). The Son-Rise Program aims to remediate but purpose is unclear

autism by directly increasing a child’s preference for social Child 3 showed an increase in use of communicative
ADOS as an Outcome Measure using published Coding
engagement. acts for the purposes of behavior regulation and joint
System and Diagnostic Algorithms for two study
participants. attention, and a decrease in use of communicative acts
Responsive vs. Initiated Communicative Acts
Hypothesis for social interaction or with an unclear purpose.
When the above data were further separated based on
Following this theory it was hypothesised that, following an whether the communicative act was either in response to
intensive period of Son-Rise Program intervention, children with an adult or was spontaneously initiated by the child we see
Typically developing
autism will show an increased preference for social orienting (and 0 the following:
possibly joint attention).
ASD Classification Child 3
7
Method
16 children with autism whose parents had already chosen to Autism Classification
12 Child 1
use the Son-Rise Program (and opted to travel to the USA for
intensive training) were selected. Children were age 7 or
Time 1 5-day BASELINE Time 2 5-day INTERVENTION Time 3
younger, did not have additional diagnoses and were PHASE PHASE

assessed as Module 1 on the Autism Diagnostic Observation Child 3 showed a positive change in diagnostic classification
Schedule (ADOS) (the lowest functioning level). A mixed when sessions were coded with the ADOS coding system.
between and within-subjects design was employed as shown Time 1 (pre-intervention) = 13 This shows that the observed increase in communicative
in Figure 1. Time 3 (post-intervention) = 9 acts for the purpose of behaviour regulation can be
Child 1 changed from a score of 20 to19. attributed to events where the child is responding to an
Figure 1. Experimental Design adult.
Family stays at Family stays at
Family arrives
at intervention
intervention center but no
intervention is provided
intervention center and
Son-Rise Program
New Coding System Results for Child 1
center intervention is provided Applying the new coding protocol illuminated other changes. The most obvious changes in initiated communicative acts
Treatment DAY 1 DAY 5 DAY 11 are 1) a decrease in unclear acts, and 2) an increase in
Group ADOS Using the new
BASELINE PHASE INTERVENTION PHASE
coding system
initiations of joint attention (2 increased to 16)
ADI-R ADOS ADOS
Vineland Other Other an increase in Discussion
Other Measures Measures
Measures
social behaviors These preliminary results suggest that the Son-Rise
can be seen for
Family stays at home, no professional Child 1. This
Program intervention, as hypothesised, leads to an
ADOS
intervention is provided. They travel to
local university for the assessments. child used no increase in social orienting and joint attention skills in
Control ADI-R ADOS other types of children with autism. Continued analysis is underway.
Group Vineland Other
Other Measures communication
Measures Child 1 in either test.
To fund one of our 3 studies, e-mail: KatHoughton@taconic.net
The Son-Rise Program is based
upon this simple idea:

The children show

us the way in,
and then we show them
the way out.
 JOI NING

Pa rtic ipa tin g

in you r c hild' s
rep etitive &
exc lus ive
beh av iors
An imp orta nt Son-Ri se P rog ra m di fference :

The focus of more traditional programs = change behavior

The focus of The Son-Rise Program = create relationship

Rather than forcing our children to conform

to a world that they don’t understand,
we enter their world first.
 The “ is m”

• Repetitive

• Exclusive

• Useful to each child

• Can be curative or palliative

• The key which unlocks the door to your child’s world!

 Backed B y P ub li shed St ud ies

University of Washington 1984, 1990

Geraldine Dawson (et al)
Journal of Abnormal Child Psychology
Development and Child Psychopathology

Mothers imitated child for 20 minutes/day for 2 weeks  Significant increases in duration of
gaze at mothers’ faces and creative toy play

When facilitator engaged in imitative play with children 

More socially responsive, more eye contact, and played with toys in a less perseveration
manner
__________________________________________________________________________

University of Miami 2001

Tiffany Field (et al)
Autism

2 groups of children for 3 sessions: 1 group imitated, 1 group adults tried to play with them
2nd session: Imitation group  More time than the other children looking at adult, vocalizing
to adult, smiling at adult, and engaging in reciprocal play.
3rd session: Imitation group  More time than the other children sitting closer to adult and
touching the adult.
 Facil it ating SKILL ACQ UISIT IO N
By Ca pi ta liz ing O n Your Chi ld ’s O wn MO TIVA TIO N
Custom izing th e p rese nt ation of c urric ulum
to ma tc h your child ’s hig he st a rea s of inte rest
 Motiva ti on i s th e Si ngl e La rg est
Factor f or Gr owth

• On the one hand  widely acknowledged (w/typical students,

athletes, etc.)

• On the other  Rarely, if ever, put into practice with children on

the autism spectrum in a consistent manner

• Typical academic settings: the teacher decides what and how the
class will learn  The message: learn on my terms, not yours.

• However: this runs counter to the idea of creating rapport and

building on motivation

• Often: the mode of learning and the child’s interests

are not matched
For children with autism spectrum disorders,
traditional learning modalities will
rarely be motivating.
• Therefore  customize the presentation of curriculum to
match the child’s highest areas of motivation.

• How: locate the child’s primary areas of interest first, and

then decide how to teach them.

• Thus: we use learning skills and interests our child already

has instead of trying to “work against the grain”
 The Ad ded Bonu s

Spontaneous, self-generated communication and action

(instead of “programmed”, “robotic” responses)

Generalization of skills
(instead of requiring a prompt or reward)
 Backed B y P ub li shed St ud ies

University of California 1998

Robert Koegel (et al)
Seminars in Speech and Language

Game based upon child obsessional theme  Increase in social

interaction…
And generalized to non-obsessional themed games
________________________________________________________

University of California 1987

Robert Koegel (et al)
Journal of Applied Behavior Analysis

Activities chosen by adult  Child more socially avoidant

Child-preferred activities  Child less socially avoidant
 Teachi ng S OCI AL IZATIO N Thr ough I NTE RACT IVE
P LAY
Utilizin g dyn am ic re lations hip -bu ildin g
tec hn iqu es to a ccomplis h
de velop men tal goals
 The Son-Rise Program Developmental Model ®

Self Help: Toileting; Feeding; Dressing; etc.

Cognitive: Math; Reading; Reasoning; etc.

SOCIALIZATION The Four Fundamentals

Autistic Eye Contact: Duration; Frequency; Quality Friendship Skills Socially
Basic
Child / Intermediate Adept
Adult Communication: Vocabulary; Sentence Length; etc. Advanced Child / Adult
Conversation Skills
Mechanics
Interactive Attention Span: Duration; Frequency; etc. The Art of

Flexibility: Rigidity; Activity Variations; Spontaneity; etc.

Gross Motor: Limb mobility & Coordination; Balance; etc.

Fine Motor: Hand/Eye Coordination; Sensory Perception; etc.

2 K ey Co mp on en ts o f Yo ur
Chi ld’ s Le ar ning Proce ss:

Socialization goals
BEFORE
academic goals
Pri oriti ze inte rac tio n
over th e go al
 Backed B y P ub li shed St ud ies

Case Western University in Ohio 1986-2006

Gerald Mahoney (et al)
Topics in Early Childhood Special Education

Relationship-focused, responsive style of interaction where the

child was given control precipitated increases in cognitive
functioning, communication, and socio-emotional functioning
 A Non-J udg me nta l & Opt imi sti c AT TIT UDE
is th e CR IT IC AL EL EMENT

Not ju dging
where our c hild ren are today

wh ile be lievin g
the y ca n go
an yw here tomorrow
 “Coul d we kis s the groun d tha t t he
ot hers ha d curs ed?” –
Barr y Neil Kauf man , Son -Rise : The Mirac le Cont inu es

Discomfort + judgment = more withdrawal

Comfort + acceptance = more interaction

A non-judgmental, optimistic attitude  inter act ion ma gne t .

The Key: Make you and your world attractive to your children.
 Backed B y P ub li shed St ud ies

Case Western University in Ohio 2005

Gerald Mahoney (et al)
Developmental and Behavioral Pediatrics

The facilitator’s (parent, other) having a visible affect of

acceptance, enjoyment, expressiveness, and warmth 
Significantly related to increases in the child’s language, social
competence, joint attention, and self-regulation.
 The R ecove ry Mod e
Using The So n- Ris e Prog ram
To Enh an ce Biome dic al In terv ent ion
An d Promot e Su staine d Physiolog ical Re pair
•Dr. Scott Faber: Found chronically high stress hormones (cortisol, adrenaline)
•In perpetual “fight or flight” survival mode – NOT in Recovery Mode
•Cannot engage in Sustained Physiological Repair (SPR)

•Supplementation (zinc, magnesium, etc.), probiotic treatment, anti-fungal treatment, dietary

intervention, chelation, hyperbaric oxygen therapy, secretin, anti-viral and anti-bacterial medications,
the
Listening Program, and other sensory integration therapies…
•Child’s body must absorb supplements, rebuild the gut, eliminate toxins, build the immune system, etc.
•The key: Shift your child from “fight or flight” survival mode to Recovery Mode

•Use The Son-Rise Program principles to: build trust, increase feelings of safety and control, reduce
over-stimulation, and increase satisfying social interaction and communication
•Dr. Faber: Found that joining, giving control, creating an environment free from over-stimulation, and
providing “emotionally-attuned intervention”  stress hormones dropped into normal ranges

•Immune, digestive, neurological, and nervous system enters the Recovery Mode
•Biomedical interventions implemented with our children’s cooperation instead of resistance
•Also: Isms are a coping mechanism
• Entering our children’s world and building trust  enter social and emotional Recovery Mode 
opens the doorway to communication and socialization – with their permission and motivation
 Th e S on-Ri se Pro gr am STAR T-U P
A we ek- long tra inin g prog ram f or paren ts and pro fe ssi onals

WE TEACH PA REN TS AND P RO FES SI ON AL S TO:

 Facilitate interaction  Recruit and train volunteers

 Jump-start speech and language  Create a special work/playroom

development for optimal learning

 Deal effectively with tantrums and  Apply our practical strategies to

repetitive “stimming” behaviors everyday “real world” situations

 Create and sustain an attitude of hope and optimism about your child 
 The Son-R is e Pr ogr am Se que nc e

• Maximum Impact: Take your program to the next level

• New Frontiers: Hone your program goals and curriculum

Other Se rvi ces

• Outre ach es – with one of our Family Trainers in your home

• Vi de o feed ba ck – for you and others working with your child

• Co ns ul tat ions (in person or by phone) – to answer any

questions and help you to overcome challenges
The Fi rst S tep: Y our I ni ti al
Ca ll
• Talk to Kristin: Book phone
appointment (no charge) with a
Family Counselor

• Ask any questions you have

• Find out if the Start-Up is a good fit

• Find out how to apply for financial aid

 Take -Home Re source

Provid ed f or Y ou Fr ee of Ch arge
 Want the 2- hour
com pl ete vers io n of
thi s lecture on DVD ?
• Buy it at our booth –
from Kristin

• Pay conference price of

$30 (includes tax)
 The Myt h of “Fal se” Hope

Hope is the spark that ignites the human spirit!

Hope leads to act ion .

My recovery from autism is the product of hope.

There is no false hope, only false pessimism.

You don’t ever have to apologize for hoping for your child.
The re is no “f al se” ho pe ! Let ’s gi ve our child ren a
ch an ce!
2080 S. Undermountain Road, Sheffield, MA 01257
1-877-SON- RI SE  (413)- 229-2100
www.au ti smtre atmen t.co m