Combined, Multi-Component Interventions and Autism

Combined, multi-component behavioural and developmental interventions use a mixture of behavioural and developmental techniques.

Combined, multi-component interventions

use a wide range of techniques such as: modelling (demonstrating desirable behaviour) and reinforcing (e.g. praising desirable behaviour)
may be delivered by parents and carers, by professionals, or by a combination of these
may have a 'treatment manual', which tells the providers how to deliver the intervention

Some multi-component interventions (such as the SCERTS Model and the SPELL approach) are designed for anyone on the autism spectrum.

Other multi-component interventions are designed for specific groups on the autism spectrum. For example, the Early Start Denver Model and PACT are designed to help pre-school children. For more details please see Pre-School Interventions.

Some combined, multi-component interventions target a specific range of behaviours or developmental areas. For example, social communication interventions are designed to improve a range of social communication and social interaction skills. For more details please see Social Communication Interventions

Specific interventions include

SCERTS model

The SCERTS model is an approach which focuses on Social-Communication, Emotional Regulation and Transactional Support.

The aim of the model is to directly address the core deficits observed in the individual autistic child. It does this by addressing key areas such as social communication, social relatedness and sensory characteristics, as well as by providing support to the individual and to the family.

Practitioners following the model use a combination of techniques and strategies, many of them borrowed from other interventions, in order to meet the specific needs of the individual child.

More information please see

publications on the SCERTS model

SPELL Framework

The SPELL framework was developed by the National Autistic Society for understanding and responding to the needs of children and adults on the autism spectrum.

The framework is useful in identifying underlying issues, in reducing the disabling effects of the condition, and in providing a cornerstone for communication.

It also forms the basis of all autism specific staff training and an ethical basis for intervention.

SPELL stands for Structure, Positive (approaches and expectations), Empathy, Low arousal, Links.