SPECIAL EDUCATIONAL TREATMENT OF AUTISTIC CHILDREN: A COMPARATIVE STUDY–II. FOLLOW‐UP FINDINGS AND IMPLICATIONS FOR SERVICES

Abstract

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.