Abstract
AbstractConsistency of approach across environments is an integral part of service delivery for children with autistic spectrum disorders in Northamptonshire. These services use the ‘structured teaching’ approach developed by Division TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children). A collaborative, multi-disciplinary approach to using structured teaching has been established involving practitioners from education, social services, health and voluntary agencies, enabling cohesive provision of services to be developed. This paper describes how different agencies worked together to meet the needs identified by two families. A narrative case study approach illustrates how collaborative practice was used to develop appropriate and consistent provision across settings. There are clearly limitations to this case study approach. However, it is anticipated that the conclusions might relate to other situations and a number of tenets for effective multi-disciplinary working are therefore proposed.
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