Noting that there has been no true comparison between educational/behavioral/developmental approaches for working with children on the autism spectrum, qualitative research was initiated to investigate Applied Behavioral Analysis (ABA), Treatment and Education of Autistic and Communication-handicapped CHildren (TEACCH), Daily Life Therapy (DLT), Miller Method (MM), and Developmental Individual difference Relationships intervention (DIR).
The closest research in this area appears to be where ABA is pitted against what is termed "eclectic approaches" where ABA comes out the winner (Howard, Sparkman, Cohen, Green, & Stanislaw, 2005). Rather than attempting to seek the best way of working with children on the autism spectrum, this research opens the door to examining how best practice can be matched with the needs of children on the autism spectrum.
Leading developers of the five above mentioned approaches were asked their opinions on the causes of challenging behaviors and recommendations for interventions for a three fictional case studies specially prepared to represent the breadth of the autism spectrum.
Objectives:
To initiate research towards identifying contrasts and strengths of each approach with the goal of matching commonly employed and best practice to the needs of children on the autism spectrum.
Methods:
Qualitative research focused on querying key developers, namely Tristram Smith (ABA), Gary Mesibov (TEACCH), Anne Roberts (Daily Life Therapy), Arnold Miller (MM), and Serena Wieder (DIR) on topics including defining autism, explaining behavior and treatment according to their own approaches, and intellectual histories. An initial email survey was conducted which was followed by one hour videotaped interviews to gather data for analysis.
Results:
Findings suggest...
• Similar techniques employed between approaches are often given different names, and sometimes even different, yet valid theories as to why they work.
• additional awareness of other approaches beyond what an individual practitioner employs is needed,
• realization amongst key developers that developing a trusting relationship with the learner is necessary for intervention to be effective,
Conclusions:
The ever widening conception of what is included in the autism spectrum calls for a diversity of approaches for empowering people with autism lead fulfilling and productive lives to their greatest potential. Continued research is suggested for matching commonly employed and best practice to the needs of children and youth with autism.
See more of: Treatments: A: Social Skills; School, Teachers
See more of: Prevalence, Risk factors & Intervention