Daily life therapy: a Japanese model for educating children with autism

Author(s): Gurry, S., Larkin, A.

Journal/Book: J Autism Dev Disord. 1989; 19: 625-35.

Abstract: The controversial practice of Daily Life Therapy, as demonstrated at the Boston Higashi School in Massachusetts, is reviewed. Five fundamental principles of Daily Life Therapy are examined: instruction that is group-oriented; routine activities that are highly structured; instructional techniques that center on learning through imitation; a method for reducing children's levels of unproductive activity through rigorous physical exercise; and a curriculum that focuses on movement, music, and art. These central features of Daily Life Therapy are discussed in light of current theory, research, and educational practices in autism. Empirical questions raised by this unique treatment mode are outlined.

Keyword(s): Art. Autism, Infantile/rehabilitation. Child. Curriculum. Education, Special/methods. Exercise. Group Processes. Human. Imitative Behavior

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