Behavior analysis has demonstrated utility when it comes to the treatment of autism. Still behavior analysts continue to refine and develop their techniques. This article conceptualizes autism within a behavior analytic model of child development and characterizes several promising techniques for increasing language use and spontaneity. These areas are detailed sufficiently to inspire new research and aid consultants in designing interventions and a more comprehensive curriculum for children with autism. ********** For behavior therapists and specialists, developmental psychopathology is an area of growing interest. Developmental psychology is the field of psychology-concerned changes in the individual across the life span. To accomplish this task, this approach attempts to observe children/adults over extended periods. Psychopathology is the area of psychology that studies clusters of behaviors that predict decreases in life satisfaction or ability to function. Together these two areas combine to study and predict long term outcomes for a child with behavioral patterns considered problematic (Rutter, 1994). One clusters of behavior patterns receiving particular attention by behavior specialists and therapists is children with autism. This article attempts to provide a review of state of the art treatment of autism for those working in the field. Autism comes from Greek, meaning stereotypy. The term autism was first used by Bleuler to describe a patient who withdrew socially from his environment (Kanner, 1971a). Several case studies of this syndrome were identified between Bleuler and Kanner. In 1943, Kanner applied the label of autism to eleven children who were socially aloof and self-isolated from a very early age. He studied these children extensively from early childhood through adulthood. After his study, he presented a detailed account of the children's adjustment and placement (Kanner, 1971b). He described the prognosis for this disorder as poor. In Kanner's view, infantile autism was distinctly different from mental retardation, other disorders and childhood schizophrenia. Since children with retardation are generally responsive to adults, Kanner used the lack of social responsiveness to support the conditions as distinct disorders. With conditions like schizophrenia, the child would obtain a normal level of functioning and then would have withdrawn from that level. In contrast autism is a syndrome where the child has never functioned at an adequate level. Also, having autism does not place the child at a greater risk of developing schizophrenia then the general population (Volkmar & Cohen, 1991). Also, in general children with autism have poorer social skills and show marked deficits in language (Matese, Matson, & Sevin, 1994). This suggests that these disorders may have different origins (Margolies, 1977). The most defining feature of autism, according to Kanner (1943), was the child's inability to relate to other children and adults. Under this umbrella, he defined the following characteristics: disruption in language development; or a complete failure to develop language; a need to maintain a constant environment (no changes); monotonous repetitions of behavioral sequences such as hand flapping or twirling; good intellectual abilities in very restricted areas; and little spontaneous play activities. Current Issues in the DSM-IV Diagnosis The patterns of behavior diagnosed as autism occurs in 4.5 out of 10,000 children. Although Kanner believed autistic children were of average intelligence, this is most often not true (Rutter, 1983). Consistently, empirical investigations reveal approximately 80 percent of children with autism score below 70 (1) on standardized intelligence tests, placing them within the range of mental retardation (Ghaziuddin, Tsai, & Ghaziuddin, 1992; Rutter, 1983). Since the scores for the two groups (mental retardation and autism) are similar, sometimes they are hard to differentiate (Kamphaus & Frick, 1996). …
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