- Children with autistic spectrum disorders (ASD)

This term covers a range of pervasive developmental disorders which include ‘classic’ autism (often in association with additional learning difficulties), for instance:

  • Asperger syndrome which is sometimes referred to as ‘high functioning autism’;
  • Heller’s and Rett’s syndromes (these two being degenerative conditions that may exhibit autistic features (e.g. see Dempsey and Foreman, 2001); and pervasive developmental disorder (PDD-NOS). Children in this group are seen as displaying deficits in three key areas, atypical communication and social development, adherence to ritualistic behaviour, plus a resistance to change (Howlin, 1998), with variable age of onset. Figures for incidence and prevalence vary widely because of the variety of labels used in different studies.

- Teaching approaches used with children with ASD

  • There are a wide variety of comprehensive and specific teaching approaches used with children with ASD, and very few are used in isolation. According to Drudy (2001), Jordan et al. (1998) and Siegel (2000), current methods include: applied behaviour analysis (Lovaas therapy), aromatherapy, art therapy, behaviour modification (for teaching skills or managing behaviour), computer assisted learning, daily life therapy, diet, drama therapy, EarlyBird, facilitated communication, floor time (the Greenspan approach), Geoffrey Walden approach, Hanen programme, holding therapy, Makaton signing and symbols, massage, the Miller method, music therapy, musical interaction therapy, option method, picture exchange communication system (PECS), sensory integration, Sherborne movement, social stories, speech and language therapy, treatment and education of autistic and communication handicapped children (TEACCH).
  • Jordan et al. (1998) report that an eclectic approach is usually adopted and practice is influenced by the experience and expertise of staff and of visiting professionals (i.e. speech and language therapists, educational psychologists).
  • For many of the approaches above there is limited or no research evidence relating to their effectiveness. Examples include aromatherapy, art therapy, option method, and holding 15 therapy. Some teaching approaches have been researched and reported as having no beneficial effects. These include facilitated communication and auditory integration training (Drudy, 2001). Other approaches have a research base with mixed results. These include sensory integration and daily life therapy (Drudy, 2001; Jordan et al., 1998). Finally, there are two main approaches that have (a) been subjected to research, and (b) provided promising outcomes. These are applied behaviour analysis (ABA) and treatment and education of autistic and communication handicapped children (TEACCH).