The term school-based, educational intervention means any intervention which is aimed at children (between the ages of 5 and 18) and which is mainly delivered in an educational setting (such as a school).
In practice, some interventions that are delivered in school may also be delivered outside of school, especially where the parents of the child have been taught how to deliver the intervention at home.
Some school-based interventions, such as TEACCH, may also be delivered to pre-school children and to adults on the autism spectrum.
There is a huge overlap between school-based interventions and other types of intervention, especially Behavioural and Developmental Interventions, and most school-based interventions use one or more behavioural or developmental techniques.
Some school-based, educational interventions (such as TEACCH) have some supporting research evidence. Less evidence exists for the other interventions in this section
No risks are known for most school-based, educational interventions
CABAS (Comprehensive Application of Behavior Analysis to Schooling) is a behavioural intervention based on the principles of applied behaviour analysis. CABAS uses a scripted curricula measured through "learn units", tactics from the scientific literature and PSI (personalised system of instruction) for staff training.
Daily Life Therapy (also known as the Higashi method) is a form of specialised education delivered to children with autism attending one of two special schools located in Tokyo, Japan and Boston, USA. Daily life therapy is based on a holistic view of the mind, body and spirit and consists of five main elements: instruction in groups; instruction based on imitation of others; highly structured routine activities; rigorous physical exercise; and a curriculum that focuses on movement, music and art.
TEACCH (Treatment and Education of Autistic and Communication-Handicapped Children) is an approach based on understanding the culture of autism (the characteristic patterns of thinking and behaviour seen in individuals with autism). It is also based around developing an individualised person (and family)-centred plan for each client or student, rather than using a standard curriculum.
Please see also