GOALS FOR EDUCATIONAL SERVICES

What are appropriate goals for educational services provided to young children
with autistic spectrum disorders, and how are the goals best measured as
outcomes in scientific studies, so that effectiveness of various programs may be
determined?
At the root of questions about the most appropriate educational interventions
for autistic spectrum disorders are differences in assumptions
about what is possible and what is important to give students with these
disorders through education. The appropriate goals for educational services
for children with autistic spectrum disorders are the same as those
for other children: personal independence and social responsibility.
These goals imply progress in social and cognitive abilities, verbal and
nonverbal communication skills, and adaptive skills; reduction of behavioral
difficulties; and generalization of abilities across multiple environments.
A large body of research has demonstrated substantial progress in
response to specific intervention techniques in relatively short periods of
time (e.g., several months) in many specific areas, including social skills,
language acquisition, nonverbal communication, and reductions in challenging
behaviors. Longitudinal studies over longer periods of time have
documented changes in IQ scores and in core deficits (e.g., joint attention),
in some cases related to treatment, that are predictive of longerterm
outcomes. However, children’s outcomes are variable, with some
children making substantial progress and others showing very slow gains.
Although there is evidence that interventions lead to improvements, there
does not appear to be a clear, direct relationship between any particular
intervention and children’s progress. Thus, while substantial evidence
exists that treatments can reach short-term goals in many areas, gaps
remain in addressing larger questions of the relationships between particular
techniques and specific changes.
The committee recommends that ongoing measurement of treatment
objectives and progress be documented frequently across a range of skill
areas in order to determine whether a child is benefiting from a particular
intervention and that the intervention be adjusted accordingly. Appropriate
objectives should be observable, measurable behaviors and skills.
These objectives should be able to be accomplished within a year and be
anticipated to affect a child’s participation in education, the community,
and family life.