In-classroom therapy for childhood autism and childhood PTSD

What is it about?

This paper presents a theory and related clinical technique that regards some cases of autism as a psychologically treatable form of stress disorder. We discuss results of Reflective Network Therapy (RNT), which treats autistic as well as traumatized preschool children. In this treatment, child analysis is provided in a classroom context, emphasizing empathic reflections of the child's inner state. This approach facilitates the child's development of mentalization and communication skills. As teachers, parents, and other children become involved in this process, a “reflective network” supports the child in reducing stress and strengthening interpersonal connection. Following a survey of similarities between ASD and childhood PTSD, and a description of RNT, detailed vignettes of two videotaped treatments are presented here as exemplars: one case of childhood autism and one of childhood PTSD. In addition to a host of interpersonal improvements, both children demonstrated dramatic improvements in their IQ scores. The improvements following RNT are hypothesized to result, at least in part, from the neurotrophic effect of overcoming stress overload in both disorders. This effect results from the intensive, frequent interpersonal exercises provided by psychodynamic treatment within an affectionate, mentalizing, and reflective human network.

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Why is it important?

There is a great shortage of early life therapy and early life therapists for preschoolers with autism and those with PTSD. A surprising way to multiply the effectiveness of therapists' time has been developed, and it works for preschoolers with either disorder. A theoretic suggestion is made that both autism and PTSD have some neurologic features in common, so that Reflective Network Therapy works for both early childhood disorders.

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