An Integrated Approach
A theory of education could only be derived from under-
standing the mind that is to be educated. (Premack and Premack
Autism cannot be explained easily and we should know that. But I see people mistakenly do this all the time. I have frequently heard the remark: [He's testing you] (a behaviorist), or [She is doing that because she can't communicate] (a language therapist), or [He should know better, he has an IQ over 120, and he told the clerk that she was overweight, middle-aged, and stupid] (Asperger comment to a clerk who probably is middle-aged and overweight). Simply put, autism is much more complex than most realize.
When I am called upon to help teachers understand autism, from the beginning I tell them that working with autism is like manipulating a Rubik's cube — there are three main dimensions, with many facets to each dimension. The behavior of a child with autism is not easily explained through one dimension, nor can it be dealt with with a quick intervention. As with a Rubik's cube, autism should be regarded as three dimensional, each of the dimensions affecting the other two.
Autism is also not a static condition. It is a moving target and it changes developmentally over time and with intervention. When a feature of autism changes, the rest of its features change accordingly. In my opinion, it is best viewed as a dynamic combination and inter-