We
assessed several autism intervention models for their efficacy
by using the distinction between "effective" and "promising"
practices made by Osher and Kane (1993). Available research on
"transferability of settings" distinguishes effective
practices from promising ones. According to Osher and Kane, effective
innovations not only have been assessed in relation to initial
benchmark data, but also have been evaluated for their "transferability"
to various settings. We specifically found one research-based,
effective method for teaching children with autism:
- Intensive
Behavioral Treatment
Meanwhile,
promising
innovations are "convincing recommendations" by
"reputable researchers" that have been "evaluated
for face validity" in a single setting. With subsequent research,
promising innovations can become effective strategies. We found
three research-based, promising methods for teaching children
with autism:
- Treatment
and Education of Autistic and Related Communication-handicapped
Children (TEACCH)
- The
Picture Exchange Communication System (PECS)
- Social
Stories
Some
programs have very limited data, at best, on effectiveness. Teachers
should carefully evaluate research on the effectiveness of teaching
strategies before implementing programs in their classroom.
