5 Intervention and support programs for people with autism and related disabilities should produce educationally-relevant outcomes and, in particular, the development of observable and functional skills that have demonstrable value in a person's lifestyle. Intervention and support programs should not rely upon unproven treatments that are directed at hypothetical disease constructs or unobservable mechanisms. 6 Intervention and support programs should be developed on an individualized basis and should be based on assessment data, family input, the individual's preferences and a careful consideration of short and long term objectives. Intervention and support programs should not be prescribed on the basis of a diagnosis. 7 Intervention and support programs should be evaluated on the basis of measurable outcomes that are meaningful from the perspective of the person, the person's family, and the person's care and support providers.
Meaningful outcomes refer to progress that is manifested as improvement in the way a person lives.
8 Social development is extremely complex, and the capacity to interact in social contexts with competence and comfort is an essential objective for all people. Progress in the development of social behavior for people with autism and related disabilities requires extensive guidance and experience. Therefore, participation in typical social environments with typically-developing peers, and with the individualized assistance and support necessary to achieve successful interactions, should be a feature of comprehensive educational and support programs for people with autism and related disabilities.