A Selective Review of Treatments for Children with Autism: Description and Methodological Considerations

Abstract

Autism is a developmental disorder whose behavioral characteristics range on a continuum from mild to severe. Autism is typically not diagnosed prior to age 2 to 3 years and the prognosis for this pervasive developmental disorder is poor. Although there is no documented “cure” for autism, research suggests that it can be managed effectively using comprehensive behavioral and educational treatment programs. This article reviews and critiques several of the most visible and most frequently cited treatment programs for children with autism: the UCLA Young Autism Project, Project TEACCH, LEAP, applied behavior analysis programs, and the Denver Health Science Program. Treatment programs having little or no empirical support such as facilitated communication, auditory integration therapy, and sensory integration therapy also are briefly reviewed. We evaluate the empirical evidence for the efficacy and effectiveness of these programs using conventional standards of research design and methodology and the Division 12 Task Force on Empirically Supported Treatments for Childhood Disorders of the American Psychological Association. Based on these Task Force criteria, there are no well-established or probably efficacious treatments for autism, although virtually all programs show substantial developmental gains, particularly in measured IQ. Recommendations for future research and practice are offered with guidelines for evaluating treatment programs for children with autism.

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Notes on contributors

Frank M. Gresham

Frank M. Gresham, PhD, is Professor and Director of the School Psychology Program at the University of California-Riverside. His research interests are social skills assessment and intervention, behavioral consultation, and applied behavior analysis.

Margaret E. Beebe-Frankenberger

Margaret E. Beebe-Frankenberger is a doctoral student in school psychology at the University of California-Riverside. Her research interests are applied behavior analysis and adaptive behavior assessment for students with mild mental retardation.

Donald L. MacMillan

Donald L. MacMillan, EdD, is Distinguished Professor of Education at the University of California at Riverside. His research interests are school-based assessment and classification practices of children with high-incidence disabilities such as mild mental retardation, learning disabilities, and behavior disorders.