Autism service providers report: Behavioral and educational interventions used in Ethiopia

Abstract

ABSTRACTAutism has begun to attract both media and research attention across many developing countries. In Ethiopia, where there is limited attention to diagnostic processes and therapeutic interventions for children, the treatment for autism is widely misunderstood. This study examines the available behavioral and educational interventions currently implemented for children with autism in the Ethiopian capital of Addis Ababa, which is considered a progressive area of treatment in Africa. Survey data were collected from 80 helping professionals that included teachers, special needs educators, counselors, therapeutic care workers, and social workers. Results indicated that children with autism spectrum disorders (ASDs) who were enrolled in intervention programs received primarily (daily living) skill-based interventions delivered on an ad hoc basis rather than structured social, behavioral, and educational interventions. The children were underserved due to a dearth of available professionals, low number of training facilities, and inadequate resources for family support. Results also highlighted the need for preservice and in-service educators’ training as well as the need to document and evaluate the types of strategies that are used in schools and agencies for children with ASDs in Ethiopia.