At Geneva Centre for Autism, we strive to incorporate the best work being done by the leaders in the autism field. The philosophical underpinnings for our work are based on the leadership provided by the following highly respected colleagues:

Gary LaVigna set the standard for positive behavioural supports and the development of behavioural teaching strategies that are positive, empowering, respectful and effective.

Eric Schopler and Gary Mesibov, from TEACCH, illustrated the structure, routine, functionality, schedules and adaptive preventative approach to solving behavioural problems.

Andrew Bondy and Lori Frost illustrate in their work the importance of using pictures. Their PECS work has changed the way we develop strategies to entice communication.

Barry Prizant and Amy Wetherby developed the best practices for communication programming, using developmental stages and functional uses. Their fundamental philosophies include: teaching communication in the environment where it will be used; that behaviour and communication are linked; and that we must adapt the environment to enhance communication.

Ivar Lovaas expanded on the concepts of structured behavioural teaching, rewarding for motivation, building on the simple to more complex and the importance of being structured and systematic.

Ayers, Reisman and Willbarger have shown the importance of sensory integration and sensory accommodation as tools to learning. Their recognition of the sensory defensiveness present in many children with autism has freed many children from behavioural programs which did not work because they were addressing the wrong issue.

Carol Gray has had a profound impact by developing social stories to aid children in understanding and regulating their behaviours. Her work builds on the valuable contributions of many other colleagues to the understanding of the importance of teaching behaviour management and self-control to our children.

June Groden has shown that using relaxation strategies as a self management tool can reduce and control anxiety.

Margaret Bauman’s neurobiological research provides us with insights into the types of accommodations needed by individuals with ASD, based on the areas of the brain affected/impaired by autism.

Robert and Lynn Koegel have provided essential insights into the importance of teaching pivotal skills and using them to provide opportunities for generalization and expanded learning.

Stanley Greenspan has shown us how to pull it all together. In his recent publication, he illustrates the combination of social communication, sensory integration, play and integration with typical peers as effective strategies.

And of course, it must be recognized that recent publications by individuals with Autism Spectrum Disorders have also had a profound impact on the way we all think about this disorder and the people living with it.