We at the Association for Science in Autism Treatment (ASAT) would like to commend Dane Dougan, Chief Executive of Autism New Zealand (Autism NZ) on the article, “Opinion: Teach All Teachers Strategies for Autistic Children, Urges Autism NZ,” published in the New Zealand Herald (April 12, 2017). Mr. Dougan indicated that, “Autism NZ believes teachers at all schools should be taught strategies to cope with autistic children.” We at ASAT could not agree more, given the ever-increasing number of students with autism spectrum disorder (ASD) being educated in mainstream classrooms.
Mr. Dougan also emphasized early screening for autism in his article. He emphasized that early diagnosis made soon after a referral is made for a child is important so that services can begin as soon as possible after the initial referral. There are several research studies that would support this statement (e.g., Howard et al., 2005; Lovaas, 1987). Regarding early screening, tools such as the Modified Checklist for Autism in Toddlers-Revised (M-CHAT-R/F; Robins, Fein, & Barton, 2009), can be used by pediatricians at Well Child visits to monitor whether a child is showing signs of ASD. Use of a tool such as the M-CHAT-R/F might lead to a quicker referral for a formal evaluation to determine whether an official diagnosis of ASD is warranted.
According to the Centers for Disease Control in the United States, approximately 1 in 68 children are identified as having ASD. In New Zealand, according to the Autism NZ website, approximately 1 in 66 individuals have been diagnosed as having ASD. These statistics are representative of how the occurrence of ASD is a worldwide concern, and how important it is for educators to be trained in strategies to address the needs of their students with ASD. We at ASAT support Mr. Dougan’s comments that teachers should be taught about working with students with ASD as part of their degree training. We would also add that to most effectively and ethically support students with ASD, any teaching strategies utilized should be backed by scientific evidence.
Since its inception in 1998, ASAT’s mission has been to promote safe, effective, science-based treatments for people with autism by disseminating accurate, timely, and scientifically sound information, advocating for the use of scientific methods to guide treatment, and combating unsubstantiated, inaccurate and false information about autism and its treatment. For more information about ASAT, please visit www.asatonline.org.
Sincerely,
Christopher E. Smith, PhD, BCBA-D, LBA
Association for Science in Autism Treatment
References
Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of
intensive behavior analytic and eclectic treatment for young children with autism. Research in
Developmental Disabilities, 26, 359-383.
Lovaas, I. (1987). Behavioral treatment and normal educational and intellectual functioning in young
autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3 – 9.
Robins, D.L., Fein, D., & Barton, M. (2009). Modified Checklist for Autism in Toddlers, Revised, with
Follow-Up (M-CHAT-R/F). www.m-chat.org
