Capítulo I. Población estudiantil
I.III Procesos y resultados educativos
1. There is some evidence for the effectiveness of intensive behavioural approaches in teaching specific skills in particular contexts, but less evidence on long-term
outcomes of these approaches or the intensity of input required.
2. Findings of studies comparing interventions are mixed on whether applied
behavioural analysis or similar home-based early intensive behaviour programmes are more effective than others. Two studies in particular (Reed et al, 2007**; Magiati et al, 2007**) suggest one type of intervention was not of all-round greater benefit to children than another. A third study (Howard et al 2005**) suggested better outcomes for children taking an intensive behavioural programme compared to those receiving “eclectic treatments” for young children with autism. A fourth study (Remington et al, 2007) compared home-based early intensive behavioural
intervention with standard statutory provision and found only modest evidence at best for the greater effectiveness of the former over the latter. Taken together, these studies suggest one particular type of intervention or approach is unlikely to produce the best outcomes for all children included.
3. The importance of early intervention is underscored by the amount of research evidence targeting pre-school children. Those focusing on early communicative behaviours seem to offer particular promise (Kasari et al, 2006**; Aldred et al, 2004**; Mahoney and Perales, 2003**) through targeting pivotal skills or behaviours at the core of autism.
4. Parents can make important contributions to educational interventions for their children but they need to be equipped with good psycho-educational information in order to do so (Sofronoff et al, 2004**). In addition, family contexts and wishes
(Moes and Frea, 2002) as well as parental stress levels (Osborne et al, 2008) need to be adequately taken into account when designing and implementing programmes.
5. Practitioners need specialised knowledge and understanding of ASD, and need ongoing training across agencies. Training should focus on enabling practitioners to work in partnership with families and the young people themselves to plan how to meet needs. It is important to note the considerable progress In Ireland in the last few years in provision of training routes from basic awareness raising to accredited training and continuous professional development. This has been achieved in the main through the work of the Special Education Support Service along with colleges of education and funding has been provided by the teachers education section, of the Department of Education and Science. More information on training and resources available at
http://www.sess.ie/sess/Main/autismAbout1.htm
6. Well-known interventions (such as PECS, Lovaas and applied behavioural analysis) may not be as effective as initially thought when examined through the lens of robust research methodologies (Reed et al, 2007**; Magiati et al, 2007**; Howlin et al, 2007**).
7. There is evidence for the effectiveness of a range of different tools or techniques to facilitate learning for children, young people and adults with ASD. Both structured and less structured approaches, using different modes of presentation (information and communication technology, pictures, videos) have proved useful for promoting specific learning outcomes, albeit for small numbers of participants each time.
8. There is a diversity of needs among children and young people with ASD. It is essential to consider the individual profiles (language and communication, cognition, sociability, flexibility) and needs of children, young people and adults when deciding the suitability and appropriateness of interventions. Some
and severity of autistic symptoms (Bernard-Opitz et al, 2004; Wong et al, 2007; see Sections 3.1.5a-e for more details).
9. More naturalistic, child-centred and -led approaches may offer more promise than adult-directed, prompt-dependent procedures for use in mainstream educational classrooms, but more research is required to establish efficacy and optimum implementation strategies (Kasari et al, 2006**).
10. There have been notable increases in specialist autism provision in Ireland and in the UK generally in recent years (within mainstream and special schools). Whether this is because these settings are seen to offer a more “appropriate and inclusive” education and/or because staff in mainstream contexts lack relevant and specific knowledge and skills in supporting students with ASD, is unclear. More research on the effectiveness of placement in autism-specific classes and units is required, together with data on how these operate in practice regarding inclusion and the curriculum offered and which children with ASD seem to be most appropriately placed within them.
11. Findings on young people’s views and experiences of mainstream schools (Humphrey and Lewis, 2008) are of special importance, in particular around the need for friendship, places of refuge and sufficiently skilled and aware teaching staff who can differentiate teaching for particular needs, where necessary. Note,
however, it is unlikely that these requirements are ASD-specific and may instead reflect the needs of children requiring additional support in schools, for whatever reason (see Lewis et al, 2007).
12. Adults with ASD can benefit from targeted educational interventions; effective approaches tend to be holistic and focus on emotional and social well-being and independence skills, so they can make use of the skills, strengths and interests they have in employment and leisure.
13. Research that directly accesses user-perspective can provide important data that does not emerge in practitioner-led research.