Positive intervention model of quality of life and learning ability of autistic children

Abstract

Although each autistic child is a unique individual, to understand the inherent mechanisms of autism, the research must focus on the common attributes among most cases of autism. From the holistic perspective of life, the common attribute of behavioral and psychological interventions for autism is to improve the abilities of autistic children to adapt to social life. The holistic view of life suggests that ideal autism intervention is not to treat autistic children in an environment separate from their daily living, but to heal through natural development in their daily lives. Notably, the intervention for autistic children is gradually changing from a medical model to a social model, which requires more humanistic spirit and social sentiment and particular perspectives of life and ethical values. Thus, the empirical research on autism should be translated into practical programs with a purpose of adaption in social life, so that autistic children and their families can maximize benefit from the empirical research. In some sense, “treatment” is to help autistic children to adapt to life and survival. Considering that family members play the core roles in raising autistic children, an intervention method with practicable programs, not academic outcomes, would benefit the parents more directly. Compared with the academic literature, it seems that the writings of autistic people and the parents who have raised children with autism are more convincing and helpful. This is because these documents provide a more practical bridge for the communication between family members and autistic children. Based on a summary analysis of such literature and by conducting a case study, we proposed a positive intervention model of autistic children to improve their life skills and learning ability. This study analyzed 20 manuals for family intervention of children with autism, and the common intervention methods were summarized and applied in the five-year case study. We summarized effective intervention ideas and treatments and proposed a positive intervention model for autistic children. This study also predicted the necessary conditions to maximize the rehabilitation of children with autism, such as intervention therapy at two years of age, a harmonious family environment, the presence of at least one family member to monitor the implementation and coordination of rehabilitation training, and professional and systematic interventions in behaviors and language. The effectiveness of many positive intervention methods is uncertain in the short term. To obtain a reliable outcome, long-term tracking of the growth of the autistic cases for many years is necessary to conclude from the overall development of the children. To test and improve the positive intervention model, we aim to conduct further studies to get more data from parents and autism rehabilitation centers through surveys and interviews and to conduct more case studies with the families for long-term tracking.