In the context of people with autism spectrum disorders, we often encounter specific practices and hear from special accompanying concepts such as TEACCH, Social Skills …

Is it really here to special cases, special features? Or is this understanding of behavior important? Reaching at this point very different pedagogical approaches?

In the encounter with people who have received the diagnosis of "autism spectrum disorder", we often experience our ideas different behaviors. You seem bizarre and incomprehensible. Often irritate and unsettle us. Certainly, these "special behavior" in their causes again from "challenging behavior" of a child with problems in the socio-emotional development or other development impairments to distinguish. All the more, it is even or especially in these children and adolescents in my view, essential to investigate the causes of the "problematic behavior" on the ground and try to understand it. This for us seemingly illogical behavior often follows its own logic of the person concerned, which results from the "autistic thinking patterns". To understand this, facilitate access to this particular behavior and especially the victims themselves and opens up new possibilities of relationship formation and accompaniment.

Only then is the specially designed for this group of persons accompanying concepts can be used successfully in my experience. Representing I would like to mention a few here:

  • TEACCH -  T reatment and  E ducation of  A utistic and related  C ommunication handicapped  C hildren - focus: structuring and visualization in everyday accompaniment
  • PECS -  (P icture E xchange C ommunication S ystem - a way of supported communication
  • ABA and VB (A pplied B ehaviour A nalysis and V erbal B ehaviour) - now - in Germany - very controversial, but widespread - not practiced by me - therapy on behavior analytic and behavioral therapy
  • Social skills training - a way to difficulties in social interaction to reduce