Bamboo shoots after the rain: Development and challenges of autism intervention in China

Abstract

The purpose of this study was to gain an in-depth understanding of autism intervention in China, including history, progress, and current challenges. This qualitative research study included interviews with experienced professionals and observation at autism intervention organizations. Analysis of this empirical data led to three themes regarding this field. First, the development of the field can be described using the Chinese expression, mozhe shitou guohe (feeling stones to cross the river). Owing to limited exposure to outside information, methods are often created independent of research-based best practices. Second, autism intervention in China has had a strong, and until recently, almost exclusive, focus on young children. Finally, there are continued challenges to providing effective services that relate to the desires of parents and professionals to provide 'more'; a focus on quantity may be preventing a focus on quality. The article concludes with an analysis of the findings and practical implications that may be used by practitioners or scholars planning to do work in China.

Applied Behavior Analysis in Autism Spectrum Disorders in China and Hong Kong

“…While these centers tend to possess some quality control procedures for providers [19] training may be problematic. In China, the empirical criteria behind the length of training in some such centers lacks an empirical rationale [19], and there are as of yet no standards for determining who exactly can provide services such as ABA in China [20]. The lack of staff training has been suggested as one of the reasons why many children with ASD in China and Hong Kong fail to make adequate progress, or exhibit significant improvements (even after receiving behavioral intervention) [21].…”

“…In China, parents may be reluctant to accept a diagnosis of ASD [23], and, in perhaps a related finding, only 20% reported that they would contact a specialist in ASD if needing help (most reported a greater probability of seeking out of a psychotherapist [9]). Interestingly, from a parent perspective, McCabe [20] found a great emphasis on the quantity of intervention approaches relative to their quality. In China, parents tend to look for the latest 'equipment' at centers, and a trend was detected in which all of the centers surveyed by McCabe highlighted their ability to provide instruction using all of the 'most advanced methods,' including ABA, TEACCH, Relationship Development Intervention, and sensory integration.…”

An Emotional Skills Intervention for Elementary Children with Autism in China: A Pilot Study

“…Additionally, the available ASD services are exclusively provided to children under the age of 6 before they enter elementary school. Services for school age children and adolescents are almost absent (McCabe, 2013). Recent surveys indicate that 13.2% to 55.2% of children with ASD are enrolled in general education schools in China (Liu, 2007;Shenzhen Autism Society, 2013;Wang, Peng, & Wang, 2011), but the government does not mandate that these students receive individualized and appropriate education (Huang et al, 2013).…”

Addressing the Needs of Students with Autism and Other Disabilities in China: Perspectives from the Field

“…Most of the literature discussed children with disabilities in general without identifying autism as a disability area and were descriptive or informational articles (for example, Chiang & Hadadian, 2007, 2010Kritzer, 2011;McCabe, 2003McCabe, , 2013. Searching for empirical studies focusing on autism and education in China was challenging because of the limited research that specifically used the term "autism".…”

“…Thus far, researchers have touched on but have not examined thoroughly areas such as parent training (Guo, 2006), teacher training (McCabe, 2008), diagnosis (Yu & Takahashi, 2009) and educational interventions (McCabe, 2013). Further, research in autism in China is difficult due to the lack of a standardised diagnosis process and methodological problems McCabe, 2013). At the same time, the prevalence of autism in China requires further investigation , which is crucial for both medical and educational purposes.…”