An exploratory evaluation of two early intervention programmes for young children with autism

Abstract

This article discusses the impact of two contrasting early intervention programmes for a small number of young children with autism that were funded by Lancashire LEA. One of these, referred to as ABA/Lovaas (nine children), was based on the application of applied behavioural analysis techniques mainly in the home setting by therapists appointed by the parents and supported by a supervisor. The other programme, the Lancashire Under Fives Autism Project (LUFAP) – eight children – was developed by a team of teachers, therapists and educational psychologists in Lancashire and was delivered in mainstream preschool settings with the support of a Special Support Assistant (SSA), a visiting teacher and a speech and language therapist.In general terms the findings suggest that all key stakeholders – parents, teachers, therapists and EPs, were positive about the impact of both programmes. The parents felt supported and were pleased with the progress that their children were making. Mainstream teachers, especially those linked to the LUFAP programme, were positive about having a child with autism in their school and valued the support of the SSA and visiting teacher. Some of the parents in the ABA/Lovaas group had formed an informal support group and this proved to be mutually beneficial. Data from a reduced sample indicated that all the children made progress as measured on the Vineland and the Bayley scales although the rate of progress made by those on the LUFAP programme was more encouraging than those on the ABA/Lovaas programmes although this may be attributable to initial group differences.