ABSTRACT
Behavioral and educational interventions are the mainstay of management of individuals with autism (1-7). A wide array of such “treatments” is available for young children with autism. While there is empirical evidence for the efficacy and effectiveness of some of these interventions, many have gained support in the absence of empirical data to verify their effectiveness and utility. Behavioral and educational interventions, both proven and unproven, are discussed here, because the absence of a research-based demonstration of efficacy does not mean that a treatment is ineffective, only that its efficacy has not been demonstrated through objective means (8).
