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There has been a steady increase in the number of children diagnosed as having an autistic spectrum disorder (ASD). Consequently, demand for services to meet the needs of these children and their families has increased. Northamptonshire County Council's approach to addressing the needs of this group has been through the development of multi‐agency services united by a common approach: the TEACCH model. This paper outlines developments in the area of the provision of short‐term breaks. This approach has been considered successful by parents, service users and external audit. Factors that have been helpful in providing services are discussed, as are areas requiring further development.

In 2018, the Centers for Disease Control and Prevention (CDC) released the statistic that 1 out of every 59 children had a diagnosis of autism spectrum disorder (ASD). Young children with ASD have unique needs specifically related to the characteristics that impact their communication and social emotional and behavioral development. These unique needs require early and intensive intervention to minimize their lifelong impact. It is important to identify and use evidence-based interventions to help parents support their children at home, and as a continuation of the skills they are being taught in other settings. This chapter will address the prevalence of young children with ASD, the impact and need for family involvement in intervention, and service provision and potential interventions.

There are many treatments and interventions available to families and carers of children with autism, many without any solid evidence base. This paper aims to present and discuss the literature on some of the commonly used and better researched interventions.

Research literature drawing on systematic reviews in particular, where available, was collated and summarised under the subheadings of psycho‐educational, psycho‐pharmacological, and complementary interventions or therapies.

There are very few interventions that have a solid research base. Even those with the strongest evidence base, such as early intensive behavioural intervention, have not necessarily been found to have a universally positive impact. Recent studies have been methodologically stronger, but there are still many weaknesses in the research to date.

This paper attempts to provide a balanced and independent view of the literature on different interventions for autism.

Evidence from a variety of sources indicates that there is a correlation between environment, support structures and behavioural response for people with complex needs which affects the quality of life in living environments. As part of the shift from institutional living to community‐based options, an inclusive approach, working on a theoretical and practice‐based response, was established. The aim of the project was to achieve an inclusive package of support while encouraging development of individual skills of daily living, in a flexible and interactive environment. During the course of the project, 39 purpose‐built housing units were established using the approach described, and they are currently the subject of evaluation.

Child psychiatrist Leo Kanner (pronounced “Konner;” Feinstein, 2010, p. 19) published a ground-breaking paper in 1943 that introduced the world to the present-day concept of autism (Fombonne, 2003; Goldstein & Ozonoff, 2009; Roth, 2010). Prior to Kanner, however, several physicians described the condition of autism without identifying it as such. A textbook published in 1809, titled Observations on Madness and Melancholy, contained a description of a boy whose symptoms fit the modern definition of autism (Feinstein, 2010; Vaillant, 1962). The book's author, Dr. John Haslam, wrote about a 5-year-old male who was admitted to the Bethlem Asylum in 1799 with a medical history that included a case of measles when he was 1 year old. The boy's mother claimed that at age 2 years, her son became harder to control. She also indicated that he did not begin to walk until he was 2½ years of age and did not talk until he was 4 years old. Once hospitalized, the boy cried only briefly upon separation from his mother and was “constantly in action” (Vaillant, 1962, p. 376), suggesting that he was hyperactive. Hyperactivity is a characteristic commonly found in children with ASDs (APA, 2000; Wicks-Nelson & Israel, 2009). Although this child watched other boys at play in the hospital, he never joined them and played intently with toy soldiers by himself. The boy could not learn to read and always referred to himself in the third person (Vaillant, 1962). Grammatical errors in speech can be observed among individuals with ASDs (Roth, 2010; Wicks-Nelson & Israel, 2009).

This chapter is a comprehensive discussion of autism spectrum disorder (ASD) across the globe (e.g., United States, China, Brazil, Japan and Turkey). Topics that are discussed include the following: diagnostic criteria and approaches; international perspectives of ASD; western and eastern assessment practices; cultural considerations of assessment of ASD; educational and medical interventions; behavioral and emotional interventions; complementary and alternative medical interventions; variations in educational services among countries; early intervention practices; adult services; national and international resources; and current needs and future directions.

Autistic Spectrum Disorder is a developmental disorder estimated to inflict 1 in every 150 children, regardless of socio-cultural aspects, with a four to one prevalence in males over females, (ADDM, 2007). It involves a complex sensory perceptual model, variant from that of the typical individual. It manifests itself in the form of repetitive behaviour, lack of social skills and communication delays and challenges. Being a life-long infliction, individuals with autism require a comprehensive range of specialized support services, including residential, from childhood to adulthood.

Housing services for special needs, in general, conventionally deal with issues of physical access. The provisions required for developmentally challenged individuals, such as those with autism are rarely considered.

This paper aims to provide a precedent to help guide the adaptation process in the case of group residential accommodation for autistic adults in mass housing projects. After a brief examination of the available literature in the field, a case study will be presented, illustrating design criteria developed for adapting housing for autistic use.

The paper uses a case study to illustrate the difficulties experienced by those trying to access direct payments for people with learning disabilities, and considers the reasons why such difficulties exist. It proposes measures needed to ensure that people with learning disabilities have equal access to this form of funding.

An alliance of schools and researchers formed a collaborative community of practice in order to understand and improve the sensory school environment for pupils on the autistic spectrum, and incorporate the findings into school improvement planning. The paper aims to discuss this issue.

Representatives of special and mainstream schools in South London and a team of researchers formed the project team, including an autistic researcher. The researchers and a named staff member from each of the schools met regularly over the course of 18 months in order to work on an iterative process to improve the sensory experience pupils had of the school environment. Each school completed sensory audits and observations, and was visited by members of the research team. Parents were involved via meetings with the research team and two conferences were organised to share findings.

Useful outcomes included: developing and sharing of good practice between schools; opportunities for parents of autistic pupils to discuss their concerns, particularly with someone with insider perspective; and exploration of creative ways to achieve pupil involvement and the idea that good autism practice has the potential to benefit all pupils. A resource pack was produced for the schools to access. Plans are in place to revisit the initiative in 12 months’ time in order to ascertain whether there have been long-term benefits.

Projects building communities of practice involving autistic people as core team members are rare, yet feedback from those involved in the project showed this to be a key aspect of shared learning.