Exploring Eclecticism: The impact of educational theory on the development and implementation of comprehensive education programmes (CEP’s) for young children with Autism Spectrum Disorder (ASD)

• Published in: Research in autism spectrum disorders Vol. 32; pp. 1 - 12
• Main Authors: McMahon, Jennifer, Cullinan, Veronica
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.12.2016
• Subjects: Applied behaviour analysis; Comprehensive education programmes; Constructivism; Eclectic; Eclectic; Applied behaviour analysis; Comprehensive education programmes; Constructivism
• ISSN: 1750-9467; 1878-0237
• DOI: 10.1016/j.rasd.2016.07.005

•Development of ‘eclectic’ CEP’s for children with ASD are subject to educators beliefs on learning.•A Constructivist account of learning is the dominant ideology of European educators.•A Constructivist lens filters ABA approaches negatively.•Challenging educators theoretical orientations is important to ASD intervention. Despite considerable evidence that programmes grounded in Applied Behaviour Analysis (ABA) should be at the forefront of education and intervention in the treatment of Autism Spectrum Disorder (ASD) programmes of an eclectic nature are regularly implemented. Theoretical orientations undoubtedly influence the instructional practices adopted by educators but exploration of the significance of educational theory in the development of eclectic programmes remains lacking. This paper outlines the importance of competing theories to autism education, specifically Constructivist and Behavioural theories, and demonstrates how eclectic programmes may be misinformed when educators view approaches through a Constructivist lens. We conclude that it is imperative to interrogate and challenge the theoretical orientations of educators responsible for the development and implementation of comprehensive programmes of education (CEP’s) for young children with autism if we are to bridge the divide between evidence and practice in relation to ASD education.