A Sensory-Integrative Approach to the Education of the Autistic Child

Abstract

The history and current status of a four year old demonstration school for autistic children in Phoenix, Arizona is described. The curriculum is based on neurodevelopmental, sensory integrative principles as contrasted with operant conditioning models. An interdisciplinary staff integrates communication, daily living, academic and sensorimotor and music components. A neurological frame of reference is described for dealing with self-stimulating and self-abusive behaviors. Awareness of the problems of parents is emphasized.