ABSTRACT
Autism (Kanner, 1943) and other pervasive developmental disorders (or autistic spectrum disorders as they are also termed) entail substantial social, communicative and behavioural problems (Lord & Bailey, 2002; Volkmar, Lord, Bailey, Schultz & Klin, 2004). The early and accurate identification, evaluation and management of children with these problems is essential. Working in partnership with parents and teachers is central to good practice in this area (Lord & National Research Council, 2001). As youngsters move towards adulthood, promoting skills for independent living, insofar as that is possible within the constraints entailed by the disability, becomes the primary goal. The outcome for children with autism is poor. From 61 to 73% are unable to live independently and only 5-17% reach a stage where they can live a normal social and vocational life (Gillberg & Coleman, 2000). Children with a non-verbal IQ in the normal range and some functional language skills by the age of five have the best prognosis. However, under-estimating the potential of children with pervasive developmental disorders to develop life skills is the major pitfall to be avoided. Catherine Maurice’s account of how she used behavioural methods to help two of her own children achieve a high level of functioning should offer hope to parents and professionals who treat children with this disorder (Maurice, 1993). A case of autism is presented in Box 9.1. This chapter, after considering the classification, epidemiology and clinical features of autism and other pervasive developmental disorders, considers a variety of theoretical explanations concerning their aetiology, along with relevant empirical evidence. The assessment of autism and an approach to its management is then given.
