Research evidence, polemic and evangelism: How decisions are made on early intervention in autistic spectrum disorder

Abstract

AbstractStrategies for intervening in autistic spectrum disorder (ASD) have emanated from a wide range of theoretical perspectives, although there is consensus that early and intensive work with young children in the context of the family is likely to have the greatest impact on children’s subsequent development. Data derived from the evaluation of intervention programmes are only one influence on decision-making when provision is made for individuals or groups of children, once diagnosis has been made. Evaluation data are themselves a source of contention among researchers, with no clear or consistently replicated findings which favour one form of action over another for all families. Despite this lack of unequivocal evidence, arguments are frequently put forward by parents, their legal representatives and ‘experts’ in the field for the efficacy of particular interventions. Many LEAs, particularly those without policies or provision for pre-school children with ASD, have been committed by default to resourcing pre-school programmes which are subsequently poorly monitored or evaluated, if at all – a reactive process which does not add to our collective understanding of best practice. Lessons are drawn from a current autism research programme for more informed decision-making, identifying the conditions required for evidence-based practice.