A novel intervention devised to address the needs of high-functioning children with autism, based on the principles of Drama in Education Cognitive and Behavioural theories

Abstract

This study is an action research project which sets out to introduce, develop and evaluate an intervention model specifically designed to meet the needs of high functioning children with autism, integrating principles from Behavioural and Cognitive therapy to the Drama in Education model. Prior to the application of the model to a range of problems associated with autistic spectrum disorders, two experiments were conducted to establish the methodological validity of the model as a means of converting neutral stimuli into reinforcers. Eight children participated in the study, and underwent a pre and post intervention stimulus preference assessment, that indicated a shift in preference towards the target stimuli in six of the participants, in the post intervention condition that none had opted for in the pre-interv'ention stimulus preference assessment. These findings offer an alternative to the traditional behaviour analytical explanation suggesting that secondary reinforcers may only acquire their reinforcing properties through association with primary reinforcers, and suggests dramatic investment as a means to this end.