Nesrhten……….

There has been conducted much research on educational interventions for young children with autism spectrum disorders (ASD) since Ole Ivar Lovaas published his seminal paper in 1987. The amount of reserach is large, and the quality are varying. In a recent article published in Journal of Early Intervention, Strian, Schwartz and Barton has provided a summary of major findins in this research and providing directions for further research.

The article summarizes the finding into themes, and within the first theme – inclusion – they point to six major findings:

1. Children with ASD make largere gains in inclusive settings
2. the imitate other children with ASD
3. typical childrin show only positive outcomes from inclusion
4. one can address problem behavior in inclusive environments
5. all children benefit from inclusion
6. inclusion supports implementation of effective peer-mediated interventions

This article also discuss the intensity issue, which are widely discussed in relation to autism interventions. Based on the authors summary they point out that several variables must be a part of the “intensity” equation, neancing the number of hours foundation:

1. early start of intervention
2. high fidelity by skilled staff
3. embedding learning opportunities i varied contexts
4. comprehensive curricula
5. functional approach
6. access to typical peers
7. the family contribution

This article emphazises the focus on meaingful goals and outcomes that prompte participation in natural settings or efficient learning of other important skills.

The last part of this article focuses on what reserachers and service providers should focus on the next 25 (?) years. This article summarizes this into; sissemination, adoption and sustainability of innovation; Increased attention to outcomes influenced by quality of life; support for families and; reserach about the nonresponders.

Thsi article provides an excellent overview of the current status of educational interventions for young children with autisme, and should be carefulle read by all involved in providing effective interventions for children with autism.