[Autism: psychoeducational intervention].
There is increasing recognition about the importance of taking into account both child and family needs when treating autism. However it has been a major debate about what intervention is the most appropriate. In this paper we will review the current literature on the different interventions that have been used in the treatment of autism with special attention to those that are empirically based. It is not our objective to discuss in detail any particular intervention. We intend to present an overview of both positive aspects and limitations of different interventions. The conclusion is that there is no single approach that is totally effective for all children the whole time. Instead, it is argued that families change their expectation and values regarding their children's treatment according to the child's development and the family context. In other words, a specific intervention that may work well in a certain period of time (e.g. pre-school years) may not work so well in the following years (e.g. adolescence). Finally the importance of early identification and treatment of autism is stressed.
Bosa
Cleonice Alves
CA
Instituto de Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brasil.
D000293:Adolescent; D001321:Autistic Disorder / Q000523:psychology / Q000628:therapy*; D002648:Child; D002675:Child, Preschool; D018479:Early Intervention, Educational; D005190:Family; D006801:Humans; D007858:Learning; D011613:Psychotherapy