The empathising‐systemising theory of autism: implications for education

Abstract

The education of children with autism spectrum conditions deserves a fresh look, for several reasons. First, it is unclear whether some approaches ‐ such as applied behavioural analysis (ABA) ‐ are simply shaping behaviour but not fundamentally leading to conceptual development. Second, educational methods which depend on external reinforcement or reward are ethically questionable so methods that are intrinsically rewarding would be preferable. Third, many educational approaches to autism have proceeded without a clear theoretical rationale. This article summarises a new two‐factor psychological theory of autism spectrum conditions, presents some examples of educational methods that are based on this theory, and that are intrinsically rewarding and argues that such methods may be more autism‐friendly.

Citation

Baron‐Cohen, S. (2009), "The empathising‐systemising theory of autism: implications for education", Tizard Learning Disability Review, Vol. 14 No. 3, pp. 4-13. https://doi.org/10.1108/13595474200900022