The AAIS takes account of the underpinning rationale of a range of interventions, approaches and models. The service considers the relevance and appropriateness of any strategy or any component within common comprehensive models (e.g. TEACCH, ABA, Floortime) to the known or assessed needs of a specific child, family and school. Some strategies may focus on making adaptations to the child’s home and/or school environment to create the right conditions for effective learning and positive behaviour. At other times it may be necessary to use strategies that focus directly on developing specific skills within the child or young person.

It is important to note that, because of the complexity of ASD and the wide variability in how ASD is presented in children and young people, the emphasis given to any particular form of intervention will vary and will likely change over time. In most cases a combination of strategies will be required since the focus and goals of intervention are likely to be wide ranging.

In 2002, the Department of Education Northern Ireland (DENI) published the Report of the Task Group on Autism. This report provides the Task Group’s review of the main approaches to intervention and considers the implications for the development of effective educational provision.

In 2005, the Education and Training Inspectorate (ETI) published ‘Evaluating Provision for Autistic Spectrum Disorders in Schools’. This document provides useful and practical guidance for schools in promoting improvement in the provision and support for children and young people on the autistic spectrum.