Abstract
Sadly, the early history of intervention research in autism (1943–1980) can be relatively briefly summarized. In his initial description of autism, Kanner (1943) provided some follow-up information on the cases he had seen. Apart from one child “dumped in a school for the feeble minded” (Kanner 1943: 249), the other children (then between 9 and 11) had shown some development of social skills although fundamental social difficulties remained. Kanner’s original paper was not particularly concerned with intervention and, over the years, the varying conceptualizations of autism have led to marked changes in intervention. The emphasis on parental success and some social oddity (which was also noted by Kanner, who emphasized it because he believed the disorder to be congenital and hence not likely entirely attributable to psychopathology in the parents) led various clinicians in the 1950s to postulate a strong role for experience in the pathogenesis of autism (Bettelheim 1950; Despert 1971) and to mistaken attempts to “fix” the child through psychotherapy. Such attempts persist in some countries, particularly France, to the present day even though prominent analysts, such as Anna Freud, cautioned against such notions (see the review by Riddle in 1987).
In the social sciences the conceptualization of evidence-based medicine assumed multiple names (e.g., evidence-based treatments, empirically supported treatments, evidence-based practice). Although some researchers point out intricate differences between the terminologies (see Drake et al. 2004; Kazdin 2008; Hamilton 2007) the term “evidence-based practice (EBP)” is used for the remainder of this book (unless otherwise noted) to represent the process of using empirical evidence, clinical judgment, and client values to make treatment decisions.
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Notes
- 1.
Fred R. Volkmar was an author of this report.
Abbreviations
- ABA:
-
Applied behavior analysis
- APA:
-
American Psychological Association
- ASDs:
-
Autism spectrum disorders
- ASHA:
-
American Speech–Language–Hearing Association
- DSM-III:
-
Diagnostic and Statistical Manual of Mental Disorders 3rd edition
- DSM-IV:
-
Diagnostic and Statistical Manual of Mental Disorders 4th edition
- EBM:
-
Evidence-based medicine
- EBP:
-
Evidence-based practice*
- EBT:
-
Evidence-based treatment
- EIBI:
-
Early intensive behavioral intervention
- EST:
-
Empirically supported treatment
- FAPE:
-
Free and appropriate public education
- FDA:
-
Food and Drug Administration
- ICD-10:
-
International Classification of Diseases and Related Health Problems 10th edition
- IDEA:
-
Individuals with Disabilities Education Act
- IEP:
-
Individualized education program
- ISP:
-
Individualized support program
- LEAP:
-
Learning experiences and alternative programs for preschoolers and their parents
- LRE:
-
Least restrictive environment
- NRC:
-
National Research Council
- PECOT:
-
Patient exposure to intervention, control group, outcome, and time course
- PICO:
-
Problem intervention, comparison, outcome
- PRT:
-
Pivotal response treatment
- RCT:
-
Randomized control trial
- SIGN:
-
Scottish Intercollegiate Guidelines Network
- SSED:
-
Single subject experimental design
- TEACCH:
-
Treatment and Education of Autistic and Communication related handicapped Children
- UCLA:
-
University of California at Los Angeles
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Reichow, B., Volkmar, F.R. (2011). Evidence-Based Practices in Autism: Where We Started. In: Reichow, B., Doehring, P., Cicchetti, D., Volkmar, F. (eds) Evidence-Based Practices and Treatments for Children with Autism. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6975-0_1
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