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SPECIAL EDUCATIONAL TREATMENT OF AUTISTIC CHILDREN: A COMPARATIVE STUDY–II. FOLLOW‐UP FINDINGS AND IMPLICATIONS FOR SERVICES
Author(s) -
Rotter Michael,
Bartak Lawrence
Publication year - 1973
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1973.tb01193.x
Subject(s) - psychology , developmental psychology , cognition , variety (cybernetics) , autism , special education , clinical psychology , psychiatry , mathematics education , artificial intelligence , computer science
SUMMARY Autistic children attending three different special units wire followed up over a 31/2–4 yr period to assess changes in educational, cognitive, linguistic, social and behavioural status. The group as a whole had made considerable progress in all spheres and it was concluded that the results amply justify the provisions of special education for autistic children. Comparisons between the units suggested that large amounts of specific teaching in a well‐controlled classroom situation is likely to bring the greatest benefits in terms of scholastic progress. The findings are used to consider a variety of specific questions in relation to the optimum types of schooling required for autistic children.