Therapies for Children With Autism Spectrum Disorder : Special Educator focused insights – Dr Nadeem Ghayas

December 10, 2025

The content of this article  is adapted from the original report  “Therapies for Children With Autism Spectrum Disorder: Behavioral Interventions – Update”  published in 2014 by the Vanderbilt Evidence-based Practice Center under the U.S. Agency for Healthcare Research and Quality (AHRQ).

It is meant for doctors, therapists, teachers, researchers, and policymakers who work with children with Autism Spectrum Disorder (ASD). The report reviews over 60 studies on behavioral therapies and explains which methods work best, helping professionals make informed decisions. Because it follows strict research methods and is published by a trusted government health agency, it is a reliable and useful resource for anyone supporting children with ASD.

ASD is a neurodevelopmental disorder marked by impaired social communication and social interaction accompanied by atypical patterns of behavior and interest. ASD is differentiated from other developmental disorders by significant impairments in social interaction and communication, along with restrictive, repetitive, and stereotypical behaviors and activities. Social communication and social interaction features include deficits in social-emotional reciprocity; deficits in nonverbal communication   and deficits in forming and maintaining relationships .

ASD features of restricted repetitive patterns of behavior, interests, or activities may include stereotyped motor mannerisms, use of objects, or speech; insistence on sameness, inflexible adherence to routines, or ritualized patterns of behavior (e.g., distress at small changes, rigid patterns of thought and behavior, performance of everyday activities in ritualistic manner); intense preoccupation with specific interests (e.g., strong attachment to objects, circumscribed or perseverative topics of interest); and sensory sensitivities or interests (e.g., hyperreactivity or hyporeactivity to pain and sensory input, sensitivity to noise, visual fascination with objects or movement).

ASD symptoms cause impairment across many areas of functioning and are present early in life. However, impairments may not be fully evident until environmental demands exceed children’s capacity. They also may be masked by learned compensatory strategies later in life. Many children with ASD may also have intellectual impairment or language impairment, and the disorder may be associated with medical, genetic or environmental factors.

Treatments for ASD that families pursue include behavioral, educational, medical, allied health, and complementary approaches. Individual goals for treatment vary for different children and may include combinations of therapies. For many individuals, core symptoms of ASD (impairments in communication and social interaction and restricted/repetitive behaviors and interests ) may improve with intervention and over time; however, deficits typically remain throughout the lifespan. Lifelong management-often using multiple treatment approaches may be required to maximize functional independence and quality of life.

This study provides valuable insights for a wide range of professionals working with children with ASD . Clinical psychologists and behavioral therapists can use the findings to understand which behavioral interventions, particularly those based on ABA principles, are most effective and how to tailor them to each child’s individual needs. Special education teachers can apply these strategies in classroom settings to support children’s learning, communication, and social development. Occupational and speech therapists can benefit by understanding how behavioral interventions enhance adaptive behavior, daily living skills, and communication abilities. Pediatricians and child psychiatrists can use the evidence to guide families on intervention choices and monitor developmental progress over time.

Similarly, policy makers and program planners can use the findings to design, fund, and implement effective programs for children with ASD, ensuring that resources are directed toward evidence-based practices. Additionally, researchers can identify gaps in the current evidence, such as the need for more standardized, long-term studies, and plan future research to address these areas. Family support professionals and social workers can also apply the insights to educate and guide parents on the importance of family involvement and ongoing engagement in therapy programs.

If we talk importance for special education teachers.  This document helps teachers understand ASD by clearly explaining how it affects communication, social interaction, behavior, and sensory responses. With this understanding, teachers can better interpret students’ needs and respond with patience and proper strategies instead of misunderstanding their behaviour.

It highlights evidence-based behavioral interventions, especially ABA-based methods, showing teachers which approaches are scientifically proven to improve communication, learning, and adaptive skills. This gives teachers confidence that they are using methods that genuinely help children.

The document also provides practical classroom techniques such as breaking tasks into smaller steps, using visual supports, reinforcing positive behavior, and creating predictable routines. These strategies make learning easier and reduce challenging behaviors.

Teachers learn the importance of individualizing instruction because every child with ASD is different. The document encourages teachers to observe students closely, set personalized goals, and adjust teaching methods based on each child’s strengths and needs.

It also emphasizes collaboration with therapists and families, helping teachers align classroom activities with therapy goals so children receive consistent support across environments

Reference
Agency for Healthcare Research and Quality (AHRQ). Therapies for Children With Autism Spectrum Disorder: Behavioral Interventions – Update. U.S. Department of Health and Human Services, Effective Health Care Program.